Godwin, Ella, Jarvis, Lorna, Parkin, Nicola, Poortinga, Wouter  ORCID: https://orcid.org/0000-0002-6926-8545, Hobson, Kersty ORCID: https://orcid.org/0000-0003-4200-9081, Stead, Mark, Reeves, Jonathan, Marshall, Morgan and Gattis, Merideth ORCID: https://orcid.org/0000-0002-8665-7577
2025.
Making outdoor learning accessible and inclusive for children with special educational needs and disabilities (SEND): a case study.
Journal of Adventure Education and Outdoor Learning
10.1080/14729679.2025.2601844
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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.
| Item Type: | Article |
|---|---|
| Date Type: | Published Online |
| Status: | In Press |
| Schools: | Schools > Psychology Schools > Geography and Planning (GEOPL) Schools > Architecture |
| Publisher: | Taylor and Francis Group |
| ISSN: | 1472-9679 |
| Date of First Compliant Deposit: | 22 December 2025 |
| Date of Acceptance: | 4 December 2025 |
| Last Modified: | 23 Dec 2025 11:00 |
| URI: | https://orca.cardiff.ac.uk/id/eprint/183420 |
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