NORTH CAROLINA Weekend Adventure GEAR LIST
All items must be labeled with your child’s name.
Appropriate clothing and gear is essential for students to be able to have fun and succeed on a wilderness course. Wool and synthetic clothes are important because they keep students warm even if they become wet. Cotton clothes are good for comfort and sun protection but do not keep students warm if they become wet. For more information on this subject contact SOAR or ask at an Outdoor Store. Some items are described in detail on the attached gear guide.
To Download the North Carolina Weekend Adventure Gear List as a PDF, click here.
** PLEASE BE SURE TO NOTE ANY COURSE SPECIFIC EQUIPMENT BELOW **
Pack NecessitiesDaypack (book bag) Sleeping Bag Sleeping Pad (optional) Sunglasses (warm months) Sunscreen (warm months) Insect Repellent (warm months) Poncho or Rain Suit Canteen/ Water Bottle Whistle Flashlight Extra Batteries Pillow (optional) For Whitewater CoursesWater Shoes Swimsuit
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ClothingLightweight hiking boots (no steel-toe boots) Tennis shoes Socks, cotton (2 pair) Socks, wool (1 pair) Pants/Jeans (1 pair) Shorts (1 pair) Shirts, long-sleeve (1) T-shirts (2) Underwear (3 pair) Hat (synthetic or wool) Gloves or Mittens (winter) Windbreaker (rain jacket can double for this) Sweater/Sweatshirt (synthetic or wool) Bandana Heavy Coat (during winter months)
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NOTES1. All clothing and personal effects should be labeled. |
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Philosophy: SOAR believes all individuals identified with learning disabilities (LD) and attention deficit disorder (AD/HD) possess inherent talents and gifts. These abilities can mean incredible success in adulthood once these students negotiate the challenging obstacles of childhood, adolescence, and a traditional education system, usually unable to respond to individual learning styles.
Therefore, the SOAR model is based on two fundamental principles. First, youth with LD and AD/HD flourish when they are encouraged to focus on their strengths in an experiential setting. The second principle acknowledges that success can be generalized by encouraging our students to develop and utilize strategies, enabling them to compensate for those challenging characteristics of LD and AD/HD. To this end, SOAR staff strive to ensure success for each student across a wide range of experiences. Such success, in turn, builds essential self-esteem and self-confidence.
Based on these two foundations, SOAR participants develop problem solving skills, effective communication strategies, increased self-awareness, and social skills. Program activities include a broad base of wilderness adventure experiences that empower students to make healthy choices, learn more about themselves, overcome challenges, and establish relevance from these experiences to other aspects of their life.
SOAR's Specialty Courses are open to SOAR alumni and students with the maturity and experience level to be successful on the course. Acceptance is conditional on the approval of the course director. Most specialty courses are led by one of SOAR's year-round staff including Jonathan Jones, John Willson and Logan Walters.
SOAR’s programs are designed to allow students the opportunity to increase their independence while away from home. Independence is gained through self-motivation and life skills instruction. With this in mind, we involve our students in many decision making processes, such as setting individual goals, developing group guidelines, as well as trip and meal planning. This also comes into consideration when developing SOAR’s communication policy, detailed in our Parent Handbook.
SOAR is dedicated to serving the needs of individuals with learning disabilities (LD) and attention deficit disorder (AD/HD) and is proud to be the finest: