Inclusive Education for All #14
4 May 2022 by Chris Barnes, Inclusive Education Officer, Down Syndrome International
99% of human existence has been spent outdoors – roaming, foraging, hunting, gathering, and socialising. It’s for this reason we still (sometimes sub-consciously) crave the outdoors, holidays, fresh air, and adventure; it’s in our DNA. The modern world has changed so quickly we haven’t really got used to it yet! It’s part of the reason many children (and teachers!) name break times, PE, and residential/trips as their favourite parts of school.
Let’s be clear, outdoor ‘learning’ is not the same as outdoor play time or recess. Outdoor learning should be purposeful & meaningful and has the added benefit of fresh air and a general sense of wellbeing. Activities outside, which tend to be rare, have an extra feeling of freedom, discovery, and energy and can give a boost to the senses.
Many traditionalists still regard the main/best/only environment for curriculum & academic learning to be the classroom with its boundaries, resources, desks for working at, heating (or A/C), and predictable security. It’s true that an ill-conceived, under-planned maths lesson in the school garden could be an epic fail, but this could also be said for one inside the classroom.
How can outdoor learning help in the effective inclusion of neuro-diverse learners?
Being outdoors can help to remove engrained feelings of academic or social ‘difference’
When desks, seating plans and tights academic groupings are seemingly removed, there is an opportunity for equilibrium, e.g., equal chance of discovery or observation of objects/nature; perhaps more flexibility in groupings, partners, or teams; a feeling of sameness for all children as they learn in a new environment. Giving the children a chance to be/learn with each other, without the separation of physical barriers, can help form bonds.
Outdoor learning can foster teamwork, problem solving, and respect
Time away from the confines of a traditionally structured classroom can broaden the horizons of children, conditioned to their standard routine. Attempting new challenges together can bring peers closer and give a feeling of unity and mutual respect. Neuro-diverse (and indeed all) learners need to be given opportunities to shine, fail, and leave their comfort zone; this cannot be fully achieved in a classroom. Furthermore, whether it is a relaxing painting lesson or white-water rafting, outdoor learning is a wonderful chance for children to build more meaningful relationships with school staff.
Lessons outside give more scope for inclusive activities and mindsets
Inclusion is much more than physically being in the school/class/lesson. Outdoor learning is another great chance for actively partaking in the same activities as peers. Another term for this is enablement. Children with special educational needs & disabilities often do different or more simple tasks to their friends and peers. How must this feel? Creating engaging and interesting, practical learning activities can help to level playing fields, and boost self-esteem. One explorable option is to take things outside.
Needless to say, the majority of lessons and learning in schools should probably be undertaken in classrooms (that’s why we build schools).
However, the power of discovery, doing, and encountering new experiences, in direct sunlight (or rain) shouldn’t be forgotten. I encourage you to find a little time to observe the magic of the early years foundation stage (K) and watch how children obtain new skills & knowledge and achieve curricular aims.
Outdoor learning has much to offer in parallel to an inclusive education model/ethos: Interest & engagement; celebration of individual talents & discoveries; equitable learning experiences; and an environment where barriers are removed for academic, social, & emotional progress (and many more!)
Thanks for reading – I’d love to hear your thoughts and feedback!
Inclusive Education Webinar for Parents
23 May 2022 | 10am | FREE
Join Chris for a discussion led by industry experts and parent advocates on the effective inclusion of all children within mainstream settings. Click here or on the image below to register your place.
Next time we start looking at teaching – ‘How can we include learners with intellectual disabilities alongside their ‘neuro-typical’ peers?’