In recent decades, persons with disabilities have become increasingly integrated into all aspects of society, including education and-recreation programs. In schools, this change has resulted from an understanding that provision of a least restrictive environment, as mandated by the Individuals with Disabilities Education Act (IDEA), is often a regular education classroom rather than a segregated special education one. On a broader level, the Americans with Disabilities Act (ADA) has spurred recreation and social programs to make their facilities welcoming and accessible to all. As providers of school-sponsored as well as public programs, residential outdoor environmental education centers are also expected to be increasingly inclusive. The purpose of this study was to document whether this shift is indeed occurring at residential outdoor environmental education (ROEE) centers
