MAHOPAC MIDDLE SCHOOL

PROJECT ADVENTURE INCLUSION PROGRAM

STRUCTURE

         Project Adventure is an elective for all eighth grade students at Mahopac Midddle School. The program is well established as a highly desirable elective, and consequently, time and space limit enrollment. There are five elective classes, of which two are P.A. Inclusion classes with Special Education students. During the school year, each class meets two days out of a four day rotation. Each inclusion class will meet ninety days per school year.

The P.A. Inclusion class is different from the regular P.A. elective class because of staffing and group composition. The P.A. Inclusion class is taught by two P.A. instructors, one from the Physical Education staff, and one from the Special Education staff. At least one instructor has ABC (Adventure Based Counseling) training. The students are grouped heterogeneously. Students are drawn from both the regular and Special Education programs. The regular education student participates with the recommendation of both the student's counselor and former Physical Education teacher. The Special Education students (classified Learning Disabled by CSE ) are chosen by the former Special Education teacher and the current Special Eeducation /P.A. instructor. The Special Education students who are chosen are those who would benefit the most from the P.A. experience and still keep the program safe for all students involved

         The above program description involves a strong administrative commitment to student classes of no more than 18, adequate staffing, and creative scheduling.

PHILOSOPHY

         The Special Education students participating in the Project Adventure Inclusion Program have been placed by the CSE in a Special Education setting or given support and assistance because they lack the academic skills (especially in the areas of math and reading) to function successfully in a regular eighth grade setting. P.A. offers a non-academic setting where trust, care, brainstorming, and risk-taking all take place in a non-threatening manner. Learning disabled students share equal ground with their peers and are better able to feel competent and to act as an equal contributor to the group (without the impediments of dyslexia, graphlexia, A.D.D., or other learning disabilities.)

         The enhancement of self-concept is the primary purpose of this elective. (see Battle Inventory Appendix H). Special Education students participate in activities that help counteract feelings of worthlessness by confronting challenges, being physical, and sharpening problem solving skills. Their individual differences are seen as an asset to the group, rather than a liability.

         It is imperative that the program provide carefully planned sequential-activities. Each new activity must build upon the skills and discoveries from the previous initiative. This connectedness is particularly appropriate for L.D. students who have a tendency towards "literalism" and have difficulty transferring new skills into new settings.

PROGRAM

         All programing activities are nearly identical to the regular P.A. elective classes on a week to week basis (see 8th grade elective activities) with one notable exception.

         In early March of each year a group of ten students (regular and Special Education) take part in an expeditionary learning experience that takes them on an all day snowshoeing trip to the Catskill Mountains. Several briefing sessions are held beforehand that teach orienteering and winter survival skills. Core snow samples are taken from Slide Mt. and water samples from the Nerversink River for future chemical and meter testing in the science program.

INTERDISCIPLINARY CONNECTION

         In the 8th grade Special Education Partnership Program, many of the problem solving techniques acquired in P.A. have carried over into the other academic disciplines. For example, mechanical advantage can now be taught in the science class using the "Crock Pit" initiative. Without figuring weight distribution over the lever or placing the fulcrum in its maximized position, it is difficult to solve the problem.

         Using initiatives like "Bridge Over Troubled Waters" helps to teach the concept of density. Objects involved in the activity can only "float" if the mass and volume of the objects are used to determine density.

         Many L.D. students have difficulty sequencing more than five events in a story. Verbal and non-verbal "line-ups" are used where each student physically represents one event in a story. Then the students arrange themselves in order.

EVALUATION PROCEDURES

         The Battle Self-Esteem Inventory is used to give a gross indication of the effectiveness on self-concept. (see Appendix H). Pre and post tests are given. Results have been presented at The National Convention for the Counsel for Exceptional Children (CEC) in Denver, Colorado in the Spring of 1994. We feel that control groups in our study would only serve the interest of the impirically minded, yet we invite further evaluative measures that may be of help.

                                                               R.A. Miller