Field trips are rich with life lessons, they provide valuable insight into the community, and they give children a small taste of structured independence. These experiences are valuable for students and may be even more valuable for special needs students.  Many students who have special needs have Individualize Education Plan (IEP) goals that involve gaining social skills. Taking students on a field trip is an excellent opportunity to practice social skills outside of the student’s everyday environment. Picnics and excursions allow the disabled children to enjoy nature and benefit from it by being in an open and green environment.



Educational trips go a long way in giving the students a first-hand experience of the things they learn in the books. 



These trips are carefully planned keeping into view the special needs of the students. Care is to make them as comfortable and interesting as possible, by the compassionate faculty at DEWA.



Recreational Activities:

Everyone needs regular recreation that develops skills, promotes good health, relieves stress, facilitates social interactions, and provides a general joy for living.



For recreation, we at DEWA choose activities at which our children can be successful. Good readers read. Athletes seek sports activities. Musicians lose themselves in music. Visual artists paint or draw. Craftspeople create. Social individuals engage in group activities. Observers appreciate the efforts of others – whether a basketball game, painting, fine meal, or a field trip.



Children, adolescents, and adults with learning disabilities may find themselves with limited opportunities to fully enjoy leisure time. A lack of perceptual, motor, memory, linguistic, or organizational skills may cause them as much difficulty for leisure as they have at school or work. Fear of failure may limit their reaching out to access recreational activities. Just as we teach children with dyslexia to read, those with math disabilities to understand math, those with linguistic problems to better comprehend and use language, we must teach skills and provide practice so individuals with learning disabilities can achieve some recreational proficiencies. When skills are not as well developed as necessary and compensations are not made, agencies, institutions, instructors, and coaches help to make necessary accommodations. Satisfying leisure time for persons with learning and other disabilities is as important as accomplishments at home, school, and work.



Benefits of Recreational Participation:

Why should a person with learning disabilities engage in recreation activities? Simply because they can derive many benefits from these activities. One benefit is learning from the experience. When the recreation activity experience has captivated the participant, this individual brings particular personality styles of learning, motivation, and expectations about the experience to the setting. The person faced with a specific environment, interpreted by the person or not, promotes one or more learning experiences. These learning experiences can be motor learning, understanding game directions, or performing a skill, all to meet the demands of that setting. These experiences may come from involvement in a structured recreation program and may be exhibited as part of the information outcomes of participation. Researchers in the field of learning and educational psychology have discovered a variety of learning outcomes. The following outcomes can be present because of participation in recreation activities behavior change and skill learning, direct visual memory, information (factual) learning, concept learning, schemata learning, metacognition learning and attitude, and value learning.