Making outdoor learning accessible and inclusive for children with special educational needs and disabilities (SEND): a case study
Year: 2025
Type: article
Abstract: Outdoor learning enhances children’s academic performance, social communication, and well-being. Accessible and inclusive opportunities for outdoor learning are essential for children with Special Educational Needs and Disabilities (SEND) to experience these benefits. This case study applied the Universal Design for Learning (UDL) framework to evaluate the accessibility and inclusivity of outdoor learning programmes. The study involved qualitative interviews with expert outdoor learning staff at three WWT wetland centres in the UK. Reflexive thematic analysis identified four themes: resources and adaptations, communication with schools, staff approach to inclusion, and balancing needs. The findings highlight factors that shape the accessibility and inclusivity of outdoor learning provision for children with SEND. The study demonstrates how UDL can inform inclusive and proactive approaches to outdoor education, offering a model for organisations seeking to enhance the accessibility of their outdoor learning programmes. We conclude with recommendations for practitioners to support belonging for all children.
Authors: Ella Godwin, Lorna Jarvis, Nicola Parkin, Wouter Poortinga, Kersty Hobson, Mark Stead, Jonathan Reeves, Morgan Marshall, Merideth Gattis
Institutions: Cardiff University, Wildfowl & Wetlands Trust
Language: English
Subfield: Social Psychology
Field: Psychology
Domain: Social Sciences
Open Access status: hybrid
Funder: Cardiff University
OpenAlex ID: W4417520501