Discusses the role that resident field centers have in environmental education in Norway. Explains how the centers aim to provide a totally different environment for the students by emphasizing the values of living and learning together. (ML)

Describes the efforts of the Toronto Board of Education in providing both day and residential programs for students. Relates how the field facilities promote the goals of teaching about, for, and from the environment. Mention is also made of the board's encouragement and support of field tripping and summer programs. (ML)

Provides a historic overview of the development of outdoor education and conservation education in Japan. Outlines the current goals, program offerings, and facility designs of the national nature education resident centers. Also discusses user patterns and sets priorities for the future. (ML)

Describes an overnight camping experience in Gateway National Recreation Area, New York, with a class of physically handicapped elementary school children. Special problems exist, but virtually every activity could be adapted to the students' abilities. (WB)

Children with physical handicaps can participate in many of the same summer camp activities as non-disabled persons. Described are the programs at Camp Merry Heart, operated by New Jersey's Easter Seal Society. (WB)

An amputee and her mother discuss their views of camping. Handicapped persons must accept their disabilities but avoid using them as an excuse for not participating in camp activities. "I guess you only realize it when you go to a place like camp--How normal you really are." (Author/WB)

Reports on the goals, activities, and governance of Israel's network of field study centers. Describes the spectrum of program offerings that address the needs of various audiences. Also explains the educational, research, and public action elements of the system. (ML)