What's new

This case study used the Universal Design for Learning (UDL) framework to evaluate how accessible and inclusive outdoor learning programmes are for children with special educational needs and disabilities (SEND). Researchers interviewed expert outdoor learning staff at three WWT wetland centres in the UK and used reflexive thematic analysis. They identified four themes: resources and adaptations, communication with schools, staff approach to inclusion, and balancing needs. The authors present UDL as a model that other organisations can use and make recommendations for practitioners to support belonging for all children.

Why it matters in Aotearoa

EOTC in Aotearoa is meant to be available to all students, and outdoor providers and schools share responsibility for making that happen. The four themes give providers and schools a practical structure for reviewing how inclusive their programmes are.

Putting it into practice

Before a visit, providers and schools can talk specifically about students' needs and agree on the resources and adaptations needed. Planning these early makes inclusion part of the design from the start.

How strong is the evidence

This is a qualitative case study based on staff interviews at three centres run by one UK organisation. It reflects practitioner views and did not include children's or schools' perspectives.

What to read

The four themes and the closing recommendations for practitioners.

Who it's for