The Potential of Outdoor Education for All in People with Intellectual Disabilities. A Study in Contexts of Marginalisation and Socio-cultural Disadvantage

This research explores the effectiveness of Outdoor Education as a tool for promoting the inclusion of young people with intellectual disabilities in situations of social vulnerability and marginalisation. Within the framework of an education system geared towards equity and quality, inclusion is an essential element (Ianes, Canevaro, & Caldin, 2012). Outdoor Education is a pedagogical approach based on learning in the outdoor environment, useful in both school and extracurricular contexts, recognised for its ability to enhance cognitive and psychomotor development through active and experiential methodologies (Farné, 2015). The theoretical framework of the research is based on four interconnected pillars: Systemic perspective: According to Bertolini (1988), education is a “system of systems”, in which each element is closely related to the others, generating mutual transformations. In this view, the individual is considered an open system, a network of interconnected dimensions and integrated levels, in continuous exchange with the context. Bioeducational sciences: This perspective highlights the need to conceive the educational process as a dynamic interaction between biological components and the environment, emphasising the importance of the integration of body and mind in learning. Simplexity theory: Introduced by Sibilio (2023), this theory posits the “principle of meaning” as the foundation of embodied and situated learning. The “sense of movement” (Berthoz, 2011) can act as a catalyst for learning, acting as a “vicarious” space for the development of cognitive functions and educational potential. Experiential learning and place-based education: These pedagogical paradigms, proposed by Kolb (1984) and Sobel (2004) respectively, emphasise the centrality of multisensory, emotional and cognitive experience in the learning process. They recognise the environmental and territorial context as a generative element of educational stimuli, capable of promoting individualised learning paths that are meaningful to the subject. Studies conducted by various researchers (Salvaterra, Rossini, Schenetti, D'Ascenzo, & Bortolotti, 2015-2019) have highlighted how the advent of industrialisation has led to the phenomenon of indoorisation, characterised by the progressive closure of educational spaces to indoor environments. While Outdoor Education (OE) has a long-standing tradition in Europe through numerous initiatives, in Italy, research and educational experiments based on Outdoor Education have only recently begun to find space in both school and extracurricular settings. In particular, over the last decade, the international landscape of Special Education and Pedagogy has seen a significant increase in initiatives dedicated to young people with disabilities. In this context, the concept of “Outdoor for all” (Stavrianos & Pratt-Adams, 2022) has developed, an inclusive approach that promotes educational experiences in ∗PhD Student, University of Salerno, Italy. ± Associate Professor, University of Salerno, Italy. 1The Introduction was written by Professor Fausta Sabatano, while Chapters 1, 2, 3, and 4 were authored by Cristina Promentino Athens Institute’s Working Paper Series No. 2025-2779-24, 10 September 2025, pages: 1-14 4 outdoor environments designed to be accessible and educational for all individuals, regardless of their physical, cognitive or sensory specificities (Louv, 2005). The hypothesis underlying this research is that limited exposure to outdoor experiences, conditioned both by the socio-cultural context of belonging and by the lack of local opportunities, can negatively affect the processes of personal transformation and self-determination of individuals with disabilities living in socially marginalised contexts.