This study explores the potential of Outdoor Education for the inclusion of children and adolescents with intellectual disabilities in contexts of risk and social exclusion. Inclusion is considered a fundamental pillar for an equitable and quality education system [1]. Outdoor Education is a pedagogical approach that promotes outdoor educational practices, both in school and extracurricular settings, recognised for its potential to enhance cognitive and psychomotor empowerment through active and experiential learning [2]. This approach fits into the theoretical frameworks of experiential learning [3] and place-based education [4], which emphasise the importance of cognitive, emotional and sensory experiences as the core of the learning process and recognise the value of place and territory as primary sources of stimuli for personalised and meaningful learning. As highlighted by some studies [5], the industrial revolution introduced the problem of indoorization, i.e. the confinement of indoor learning environments. However, only recently in Italy have studies and didactic proposals on Outdoor Education started to spread in school and extracurricular contexts. Outdoor Education (OE) is already well-known in European countries through various projects, including: OUT learn IT! funded by Erasmus Plus; Learning in Motion, part of the Socrates programme of the European Union; Project Land European Academy; SEE Project-Sustainability and Outdoor Education; Udeskole Project; Teachout Project, in recent years is spreading also in Italy through research and training projects (Hi Ability Catania project; Avanguardie Educative of INDIRE; FISR01 Project; Centro Outdoor Education of the Alma Mater University of Bologna). In the field of Special Education and Pedagogy, particularly at the international level, projects aimed at young people with disabilities have become widespread over the last ten years. One speaks in this case of "Outdoor for all" [6] to refer to the inclusive practice of providing educational experiences in accessible and useful outdoor environments for all, regardless of physical, cognitive or sensory abilities [7].
OUTDOOR EDUCATION FOR ALL: A RESEARCH JOURNEY IN CONTEXTS OF SOCIAL MARGINALITY
C. Promentino;F. Sabatano;
2024
Abstract
This study explores the potential of Outdoor Education for the inclusion of children and adolescents with intellectual disabilities in contexts of risk and social exclusion. Inclusion is considered a fundamental pillar for an equitable and quality education system [1]. Outdoor Education is a pedagogical approach that promotes outdoor educational practices, both in school and extracurricular settings, recognised for its potential to enhance cognitive and psychomotor empowerment through active and experiential learning [2]. This approach fits into the theoretical frameworks of experiential learning [3] and place-based education [4], which emphasise the importance of cognitive, emotional and sensory experiences as the core of the learning process and recognise the value of place and territory as primary sources of stimuli for personalised and meaningful learning. As highlighted by some studies [5], the industrial revolution introduced the problem of indoorization, i.e. the confinement of indoor learning environments. However, only recently in Italy have studies and didactic proposals on Outdoor Education started to spread in school and extracurricular contexts. Outdoor Education (OE) is already well-known in European countries through various projects, including: OUT learn IT! funded by Erasmus Plus; Learning in Motion, part of the Socrates programme of the European Union; Project Land European Academy; SEE Project-Sustainability and Outdoor Education; Udeskole Project; Teachout Project, in recent years is spreading also in Italy through research and training projects (Hi Ability Catania project; Avanguardie Educative of INDIRE; FISR01 Project; Centro Outdoor Education of the Alma Mater University of Bologna). In the field of Special Education and Pedagogy, particularly at the international level, projects aimed at young people with disabilities have become widespread over the last ten years. One speaks in this case of "Outdoor for all" [6] to refer to the inclusive practice of providing educational experiences in accessible and useful outdoor environments for all, regardless of physical, cognitive or sensory abilities [7].I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
