Universal Design for Learning - A framework for inclusion in Outdoor Learning

Abstract

This article proposes the application of the principles of Universal Design for Learning (UDL) as a framework for promoting inclusion in outdoor learning in primary school settings. The authors conceptualise outdoor learning, highlighting the potential for more child-initiated experiential learning. Yet this paper is not concerned only with outdoor learning, but with the inclusion of all learners in outdoor learning, through enactment of the curriculum in mainstream schooling. The diverse profile of children in primary schools calls on teachers to prepare teaching, learning and assessment activities to address a wide range of social, emotional, physical, cognitive and cultural needs. Contemporary researchers recognise outdoor learning as an effective pedagogy to promote inclusion and therefore reduce the barriers for full participation in the primary classroom. UDL is offered as a framework for planning outdoor learning to support delivery of curricula that are responsive to the needs of all learners. UDL is underpinned by three principles: multiple means of engagement, representation, expression and action. Two vignettes are shared to illustrate how these principles can be applied to outdoor learning in a meaningful and sustained way. The article highlights the benefits for teachers and learners of applying UDL principles to outdoor learning to promote inclusion in the diverse primary class.

e‐Delphiin the outdoors: Stakeholder contributions to the development of a wellbeing‐focused outdoor adventure education intervention program

“…In OAE, equitable experiences are defined as those that value and recognise the unique backgrounds of participants and allow meaningful participation for people from diverse backgrounds. 45,46 This recognition makes for a just environment and appraises the unearned privileges bestowed on some and not others as they relate to ability, class, race, and sexual orientation. 47 The literature suggests that the fundamental underpinnings of OAE programs support able-bodied participants who are predominantly from affluent, Caucasian, Christian (or secular), cis-gender male, and heterosexual backgrounds.…”

“…52 These engagement strategies are imperative for UDI as they empower participant choice by meeting individual needs. 45 An equitable and inclusive environment ultimately contributes to participant empowerment, wellbeing, and happiness. Minimising 'groupthink', group pressure, and the dominance of influential individuals was also assured by the anonymity and confidentiality inherent in the process.…”

The Effect of STEM Autonomous Learning City Map Application on Students’ Critical Thinking Skills

“…Outdoor learning can support development of knowledge and understanding of students about the environment through direct involvement [35]; [36]. Using mobile technology by integrating with GPS or Google Maps may increase students' motivation to study as they complete exercises while also experiencing them.…”

Universal design for learning in physical education: Overview and critical reflection

“…Given the perceived value of UDL in educational contexts, it is not surprising that it has gained considerable attention in PE circles (Hutzler, 2020;Lieberman et al, 2020) and is starting to branch into other related contexts like outdoor recreation (Kelly et al, 2022). Though UDL's position is most firmly established in PE practice and scholarship in the US, it also features and is advocated for in many European countries as part of calls for better 'inclusion', including England, Ireland, Luxembourg, France, the Netherlands, Scotland, Slovakia, and Spain, as evidenced by Marron et al (2023).…”