OUTDOOR EDUCATION, PROCESSES OF INCLUSION OF CHILDREN WITH ADHD AND LEARNING DISABILITIES

Abstract

The aim of this paper is to provide a systematic review of the evidence literature showing the role played by Outdoor Education (OE) in the inclusion processes of elementary school children with ADHD, characterized by inattention, hyperactivity, impulsive behavior, and learning disabilities, in order to understand how active outdoor education, by virtue of its characteristics, can provide them with specific sensory integration (Ayres, 1972), an opportunity to explore the natural world, and the chance to interact with peers and engage in active tasks. Therefore, in this study, we sought to determine the influence of outdoor activity based on the classification of studies and categorization of influential factors on the possibility of OE to meet the precise learning needs of children with ADHD in school settings and inclusion processes. Article visualizations: