The concept and purpose of this facilitator guide is to provide the three facilitator groups of educators, park and resource management personnel, and parents of handicapped children with information on how to cooperatively design and implement an outdoor education program for handicapped students. Chapter 1 (contributed by Vicki Stayton) outlines historical perspectives on outdoor education and outdoor education for the disabled, rationale for outdoor education for the handicapped, program models (traditional, segregated, segregated/mainstreamed, mainstreamed, residential, and day), and future trends. Chapter 2 describes steps in the cooperative planning approach: conducting a needs assessment, exploring possible outdoor education program models, and designing and developing curriculum. Chapter 3 reviews funding and financial considerations including identifying sources, writing proposals, and making presentations. Chapter 4 considers issues of legal liability. Chapter 5 addresses personnel preparation and training, working with parents, and program implementation in the areas of scheduling, transportation, medical care, diet/food service, health and safety, and outdoor ethics and stewardship. Chapter 6 (contributed by Katie Ahern McGuinnes and Terry D'Eugenio) focuses on accessibility, offering design guidelines and techniques for considering user needs (behavioral mapping, photography, role playing, bubble diagrams, sense scales, and model-making). Chapter 7 presents strategies for evaluation. Chapter 8 contains a bibliography on outdoor education program planning, a list of audio-visual aides, and resources on overcoming attitudinal barriers and barrier-free environments. Each of the first 7 chapters includes a list of literature cited, and the text is illustrated with several photographs. Appendices contain sample forms and describe special population characteristics and implications for program planning. (NEC)