Literaturnachweis - Detailanzeige
| Autor/inn/en | Friedman, Samantha; James, Michael; Brocklebank, Jessica; Cox, Sonia; Morrison, Scott |
|---|---|
| Titel | Facilitating Nature-Based Learning with Autistic Students |
| Quelle | In: Childhood Education, 99 (2023) 4, S.14-23 (10 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0009-4056 |
| DOI | 10.1080/00094056.2023.2232275 |
| Schlagwörter | Autism Spectrum Disorders; Students with Disabilities; Natural Resources; Outdoor Education; Safety; Scheduling; Trust (Psychology); Teacher Student Relationship; Risk |
| Abstract | Nature-based learning emphasizes experiential learning, as children actively engage with their surroundings, observe and investigate natural phenomena, and make connections between their experiences and academic concepts. Although many neurodivergent students have benefited from nature-based learning, most research to date has focused on the experiences of neurotypical (or general population) students. Thus, the use of nature to support autistic students has been constrained by the lack of evidence-based guidelines. Consequently, some autistic students are not being adequately supported while learning outside. This article endorses nature-based learning for autistic students and describes four suggestions teachers can facilitate supportive and welcoming nature-based learning for their students: (1) remembering safety; (2) establishing structure and routine; (3) building trust; and (4) being responsive. (ERIC). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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