Outdoor teaching offers many benefits for students' learning and well-being. In this regard, studies have shown that pedagogical interventions conducted outdoors have positive impacts on cognitive, emotional, social, and physical aspects (Fiennes et al. 2015; Rickinson et al. 2004). Few studies explore the use of outdoor teaching in a more specialized teaching environment, such as that of special education. However, students with learning difficulties who receive special education services could particularly benefit from the advantages of the outdoor environment (). This collaborative research project, conducted in Québec (Canada), aims to identify the key factors supporting the integration of outdoor teaching practices in special education settings. To achieve this, four group interviews were conducted with seven special education teachers working with students with learning difficulties in primary and secondary schools. The results highlight favorable conditions from a systemic perspective.
Boily et al. (Tue,) studied this question.