Supporting students with exceptionalities through outdoor learning
Subject
Abstract
The purpose of this study was to answer the research question: How can we maximize the benefits of outdoor education for supporting students with exceptionalities in our school district? A scan of the existing literature reveals that outdoor learning helps students in developing self-regulation strategies, promotes stronger mental health, and provides improved opportunities for students to interact with peers in a positive way. Using Appreciative Inquiry as a framework with the dual purpose of building a community of practice and better understanding their experiences with outdoor learning, teachers in a Vancouver Island school district met for a focus group discussion and suggested strategies for teaching students with exceptionalities in an outdoor setting. The teachers also discussed strategies for finding support for taking their classes outside. While participants in this study found benefits for students learning in outdoor settings, suggestions were made for the support that is still needed to promote inclusive outdoor education in their district.