Developmentally disabled children--Education

Research suggests spending time outdoors and with natural materials can benefit all young children across different areas of development. However, children with developmental disabilities often have fewer opportunities to engage with nature as a result of the limited understanding and negative views about nature expressed by their caregivers and educators. This study examined the effects of a professional development training package on the knowledge, perception, and application of nature-based teaching strategies of early childhood educators who teach young children with developmental disabilities. It also explored how teachers’ implementation of nature-based activities support children’s developmental outcomes.
Results showed the professional development training was effective to some degree in increasing teachers’ knowledge, primarily in their sharing of strategies and ideas for incorporating natural materials and outdoor spaces in learning activities. Following the training, teachers demonstrated a significant shift in their views about different aspects of nature. Teachers were also able to develop action plans to implement nature-based learning opportunities into their practice. Moreover, they reported these activities supported the developmental outcomes they set forth for the children with developmental disabilities in their class. Limitations and challenges that arose are discussed as well as the implications for future research.