Natural history facts and concepts were presented to multiaged and experienced individuals through tactual and/or visual interpretive stations along a nature trail. Individuals were tested to indicate knowledge retention after the trail experience. Visual, tactual, and visual/tactual approaches proved to be equally effective treatments in most cases. Results indicate that tactual components to outdoor educational/recreational opportunities can provide enhanced learning experiences for impaired individuals and therefore might be provided as a normalized interpretive trail-design element.
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