Peer-reviewed research2017–2026 update
Practice guidance for education outside the classroom in Danish special schools: insights from a Co-creation process
Students, teachers and therapists co-created MOVEOUT-SPECIAL, a practice guidance for EOTC in special needs schools that recommends contextual, student and educational strategies.
What's new
This study describes and evaluates how practice guidance for EOTC in special needs schools was developed for children with neurodevelopmental disorders. An expert panel of students, teachers and therapists worked with an adaptation team of stakeholders through five co-creation activities, including workshops, school visits and feedback cycles. Participants identified enablers, barriers and strategies for participation and inclusion. The resulting MOVEOUT-SPECIAL guidance combines EOTC theory and special pedagogy with practice recommendations grouped as contextual, student and educational strategies.
Why it matters in Aotearoa
Evidence on EOTC for disabled and neurodivergent learners is limited. This guidance offers a model for making outdoor learning more inclusive, and for involving students in designing it.
Putting it into practice
EOTC coordinators can involve neurodivergent students, their teachers and specialists in planning outdoor learning, using contextual, student and educational strategies as headings.
How strong is the evidence
This study reports a development process. The abstract does not report testing the outcomes of using the guidance.
What to read
The section describing the three groups of recommendations, plus the co-creation method if you plan similar work.