Alla “Scuola inclusiva nel Bosco”, per essere liberi di crescere assieme

Alessandro Bortolotti, Angela Pasqualotto, Paola Tommasi, Paola Venuti


Abstract – This paper aims to report the “Inclusive School in the Woods” experience, inspired by similar North European Outdoor Education camps. An investigation was carried out to determine the efficacy of a non-formal educational summer camp in creating inclusive activities for both children
with typical development and children with Autism Spectrum Disorder. Pragmatically, we carried on a series of outdoor life activities, such as woods explorations and play, lighting fires, river water activities, and so on. Specifically, our work focused on encouraging positive relationships among children. We adopted a “case study” research design, that allows multiple interpretation
comparisons, and for this reason fulfills our aims: reach an intersubjective and shared synthesis of the considered setting. We strongly believe that, from both an educational and therapeutic point of view, the interest of Outdoor setting lies on many tangible and mental links, e.g. vwith natural and cultural environment, and between people: educators and children, but also children between each others. Those very attractive relationships easily lead to some changes not
only in children with typical development, but also with Autism Spectrum Disorder. As a matter of fact, children have been stimulated to act autonomously, to be self-organized and to act globally. Despite the fact that that “Inclusive School in the Wood” is still a largely unexplored model of inclusive
experience, it has undoubtedly great educational potential for all. Our recommendation is to further implement it both at an educational planning and scientific research level.

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