Inclusive education can be a difficult concept to define; on the one hand, it can focus on the integration of students with disabilities in mainstream classes; with special attention to individual support to meet their needs; on the other a focus on schools and their systematic development to become welcoming places for all learners. (Nes, Demo and Ianes 2017). In
this paper, we promote the latter, with an emphasis on participation and high quality learning for
all learners. Universal Design for Learning is a research-based framework for designing
curricula including educational goals, methods, materials, and assessments that enable all
individuals to gain knowledge, skills, and enthusiasm for learning. (OCALI) Finkelstein (2019)
asserts that learners may be advantaged if teachers plan for and provide flexible approaches
to instruction within a UDL framework (aided by assistive technologies), rooted in positive
attitudes towards learner differences.
The principles of Universal Design for Learning (UDL) have enormous potential to positively
impact on the learning experience of all students, not exclusively those with disabilities or
diverse learning needs. Specifically, UDL promotes the use of multiple communication
methods to ensure accessibility for all (Burgstahler, 2017). UDL allows for effective
communication with all learners through the promotion of practices such as:
Ensuring that communication methods are accessible to
all.
Use of multiple, accessible instructional methods, accessible to all
learners
Ensuring that course materials, notes and other resources are engaging, flexible and accessible
for all students (University of Washington, n.d.)
While UDL is being used as a framework within classrooms, there is a lack of evidence of its
use in out of classroom settings. This paper will explore the potential for considering inclusion
when planning for outdoor learning using the UDL framework. Moreover, the strong link
between the pedagogy for inclusion and the pedagogy of environmental education will be
explored using a UDL framework. Outdoor education experiences can facilitate positive development of self-esteem, peer-to-peer socialisation as well as teacher--student
relationships and a positive attitude towards school. (Finkelstein 2019)"