.png){kind=logo}
RESEARCH OVERVIEW
Title of Paper: ‘A new adventure’: a case study of autistic children at Forest School
Authors: Samantha Friedman, Jenny Gibson, Catherine Jones, Claire Hughes
Year of publication: 2022
Journal of publication: Journal of Adventure Education and Outdoor Learning
Article doii: https://doi.org/10.1080/14729679.2022.2115522
INTRODUCTION
The transformative power of transitioning learning environments from the confines of traditional classrooms to the expansive embrace of Forest Schools is well-documented. Beyond a mere change in scenery, this shift lays a robust foundation for children's development across psychological, physical, emotional, and social dimensions. Yet, when it comes to autistic children, this transition to the sensory-rich, open landscapes of a Forest School sparks a profound shift in their learning experience. How do these children adapt to the increased freedom and autonomy that guide their learning in such an environment? And is there a risk that the vibrant sensory experiences of the outdoors might overwhelm them? A recent research explored the experiences of a group of autistic children attending a Forest School program in England, seeking to understand the specific impacts of nature-based education on these children. Through the lens of Self-Determination Theory, this study provides a starting point to understand ways in which Forest Schools can cater to the intrinsic needs for autonomy, competence, and relatedness among autistic learners, presenting unique benefits and challenges faced by these children in nature-based educational settings.
WHAT QUESTIONS DID THE RESEARCHERS TRY TO ANSWER
What are the participatory experiences of autistic children at Forest School?
How does Forest School impact wellbeing in autistic children?
What are the perceptions of parents of autistic children taking part in Forest School regarding how Forest School supports their children’s wellbeing?
How might Self-Determination. Theory explain the factors which contribute to successful Forest School sessions?
HOW WAS THE RESEARCH CONDUCTED?
25 autistic children from a specialist school located in the East of England participated in this study. The average age of the children was 9.8 years old at the time of observation. The Forest School sessions were set within the school grounds, in a nature area. The data collection was carried out over three months and consisted of narrative observation notes covering both the Forest School sessions and indoor academic lessons, with the primary researcher attending about 75% of the Forest School sessions. Additionally, interviews were conducted with 10 parents and nine children who agreed to participate.
WHAT DO ALL THESE TERMS MEAN?
Self-Determination Theory: a theory of motivation that emphasizes the importance of autonomy, competence, and relatedness as essential psychological needs for fostering intrinsic motivation and well-being. It suggests that when these needs are satisfied, individuals experience enhanced motivation, optimal functioning, and personal growth. Conversely, when these needs are thwarted, motivation and well-being are negatively impacted.
WHAT DID THEY FIND?
Excitement and Freedom Beyond Four Walls:
Children viewed Forest School as a unique and liberating environment distinct from traditional school settings.
The freedom to explore and engage in activities without strict adult oversight allowed children to feel more autonomous.
Opportunities for Positive Development:
Forest School provided diverse play and peer interaction opportunities, enabling children to engage in imaginative play and develop social skills.
Engagement and connection with nature were highlighted, with children developing a relationship with the outdoor environment and participating in activities that connected them to nature.
Skill development and sensory changes were noted, including practical motor skills, social skills, and opportunities to meet sensory needs in a non-stigmatizing manner.
Conditional and Changing Feelings Regarding Nature and Forest School:
Children's enjoyment and engagement with Forest School were influenced by external factors such as weather and their own moods.
Some children experienced challenges, including feeling overwhelmed or anxious about participating in outdoor activities.
Importance of Tailored Rituals:
Consistent rituals, such as fire building and cooking, played a significant role in the Forest School experience, providing structure and routine.
These rituals needed to be adaptable to meet the varying needs and preferences of the children.
Influence of Adult Attitudes:
The success of Forest School sessions was significantly influenced by the attitudes and approaches of the adults present.
Autonomy-supportive environments, facilitated by understanding and responsive adults, were crucial for enabling positive experiences for the children.
WHAT DOES THIS ALL MEAN?
The findings underscore the benefits of Forest School in promoting autonomy, competence, and relatedness among autistic children, while also highlighting the importance of adapting activities and approaches, such as set routines, to meet individual needs and the significant role of adult facilitators in shaping the experience of the children.
DIRECT INSIGHTS FOR YOUR DECISION-MAKING
For Educators:
Consider the positive benefits Forest School programs provides for children who are autistic. Provide opportunities for outdoor learning to help foster autonomy, relatedness, and skill development.
Adapt outdoor programs to suit the needs of individual children. Have predictable routines and work with parents to properly prepare children for all types of weather.
For Parents:
Support autonomy at home by encouraging activities that allow your child to make choices and explore interests. Providing a safe space for autonomy at home complements the autonomy fostered in educational settings.
Engage your children in nature-based activities, as they can be particularly beneficial for autistic children. These activities Ofer unique opportunities for sensory experiences, skill development, and relaxation.
Advocate for your child’s participation in inclusive, supportive educational programs like Forest School, which cater to diverse needs and promote holistic development.
For Policymakers:
Promote Inclusive Education Programs: Support the development and implementation of inclusive educational programs that cater to the diverse needs of all children, including those with autism. Programs that emphasize autonomy, competence, and relatedness can enhance the educational experiences and well-being of these children.
Invest in Training: Allocate resources for professional development and training for educators to effectively support autistic children. Training should include strategies for creating autonomy-supportive environments, facilitating skill development, and fostering a sense of community.
Support Nature-Based Learning Initiatives: Encourage and fund nature-based learning initiatives, recognizing their value in promoting well-being and engagement among students, including those with special educational needs.
WRAPPING IT UP
This research offers an initial insight into how nature-based education, specifically Forest Schools, can benefit autistic children. It reveals that the sensory-rich, open environments of Forest Schools do more than just change the physical space in which learning occurs; they transform the learning experience itself for autistic learners. By emphasizing autonomy, competence, and relatedness, Forest Schools offer a unique, supportive framework that aligns with the intrinsic needs of these children. These findings prompt us to develop more inclusive and responsive educational landscapes, advancing our recognition and celebration of the diverse ways children interact with the world around them.
Disclaimer:
The information on this website is for general informational purposes only and should not be considered conclusive. It is intended as supplementary information and should not be used as the sole basis for making important decisions.
If you come across any problems or errors in this article, please don't hesitate to inform us. We're committed to addressing any issues to ensure accuracy and clarity in our content. Feel free to leave a comment wherever possible, and we will promptly respond.
You want to share us??
We're thrilled that you've found this information useful. We kindly request that you give credit where credit's due by acknowledging TideView Nature School as the original publisher and linking to our original article page (URL). If you'd like to chat or have any questions, please don't be shy; feel free to reach out to us anytime!
⬇Subscribe to our Newsletter⬇
Hozzászólások