The Impact of Outdoor Education on SEN Pupils with Behaviour, Emotional and Social Difficulties
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This dissertation is concerned with looking of on area of education not often considered: outdoor education. With experience of working in this sector ond a general interest in the topic, some of benefits of outdoor education were already apparent. However by studying the relevant Literature and conducting research in this area, it was hoped that more indepth knowledge and understanding would be avoilable. It was also considered pertitent to ascertain others perceptions of the relevance and impact of outdoor education on SEN pupils with behaviour, emotional and social difficulties (BESD). In order to carry out the reasearch a mixed methodology was utilised this allowed for both qualitative and quantitative data to be collected and analysed. Questionnaires and interviews were prepared and piloted before being given to respondents. Graphs were used to present the results along with interview comments. Analysis included percenteges of respondents who answered particular questions with comparisions being made between settings and also interpretations of interviews and questionnaires in relation to those settings and teachers' experiences The majority of teachers believed that at least partial inclusion of children with behaviour, emotional and social difficulties was desirable. While many believed in total inclusion. Overall it would appear that teachers' perceptions of the provision of outdoor education for BESD pupils are positive. Indeed they oppear to see positive aspects for all pupils. There was however a cautionary note that the extra provision for BESD pupils might make their peers envious. It Also became apparent that teachers' perceptions are shaped by the reality of the situation in their own schools ond their own expertences, or lack of experiences, of both BESD pupils ond outdoor educational provision.
BA (Hons) Educational Studies and Educational Studies
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