The Role Of Outdoor Activities For Special Educational Needs

This essay aims to discuss the role of Outdoor Activities for people with Special Educational Needs (SENs) and to explain the implications of relevant legislation to outdoor education practice. A legal meaning can be applied to SEN: â€Å"The Education Act 1996 legally defines children with SEN as children who have a considerably greater difficulty in learning than others the same age. SEN includes consideration for communication, physical and sensory, emotional difficulties that require support, this includes children who are not necessarily disabled† (SEN, Wales). Many SENs can be encountered when participating or leading an outdoor activity, each holding different barriers to participation, or the level of participation that an individual can experience. This essay aims to focus on two commonly observed conditions; Attention Deficit Hyperactivity Disorder (ADHD) and Behavioural, Emotional and Social Difficulties (BESD). Typically, among students with ADHD, â€Å"the tasks they find the most difficult are sitting still, listening quietly and concentrating- these are also the ones they are required to do all day long.† (Jeanne Segal 2016) This essay will aim to elaborate on these observations and explain how they can be used positively in an outdoor environment or how an outdoor environment can impact positively on them. In contrast, the usual symptoms of â€Å"BESD is when a young person cannot manage their emotions, and is often anxious, scared and misunderstood.† (Eileen SheerinShow MoreRelated2.6 Parameters For Designing Inclusive School Environments.1147 Words   |  5 Pagessystematically planning and adjusting the school environment to make it more responsive to the needs of the users. It further clarifies that it is impossible to prescribe particular design solutions/changes that will ensure a school is inclusive once applied. 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