Nature-Based Learning and Inclusive Education for Deaf Students: Theoretical Foundations and an Illustrative Geology Activity in Portuguese Sign Language

Inclusive education aims to eliminate barriers to the access, participation, and success of all students. For Deaf students, challenges related to accessibility, communication, and the adaptation of teaching practices to diverse linguistic, cultural, and sensory needs persist. This theoretical article discusses the potential of Nature-Based Learning (NBL) for promoting inclusive educational practices for Deaf students. Drawing on the literature, it examines the foundations of NBL, considers Deaf students’ learning while acknowledging the heterogeneity of this population, and analyses opportunities and challenges associated with nature-based educational experiences. The literature suggests that NBL may support participation, engagement, social interaction, and content understanding through visual, tactile, spatial, embodied, and experiential learning opportunities. However, its inclusive potential depends on linguistic accessibility, adapted resources, teacher preparation, and consideration of individual communication and learning needs. To illustrate how these principles may be translated into practice, the article presents an inclusive geology activity in an outdoor context supported by Portuguese Sign Language. The activity is presented as an illustrative pedagogical proposal rather than an empirically validated intervention. Overall, NBL represents a promising framework for developing more accessible, participatory, and meaningful educational experiences for Deaf and hearing students.