Research output: Contribution to Journal/Magazine › Journal article › peer-review
Research output: Contribution to Journal/Magazine › Journal article › peer-review
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TY - JOUR
T1 - Moving on from ramps?
T2 - the utility of the social model of disability for facilitating experiences of nature for disabled children
AU - Von Benzon, Nadia
PY - 2010
Y1 - 2010
N2 - Experiences of nature have been shown to be beneficial for disabled children; however, opportunities for disabled children to experience nature are often limited. The social model of disability may provide a theoretical base for increasing access to nature for pupils at Special Educational Needs (SEN) schools. Using results from interviews conducted with teachers from seven SEN schools, considered alongside responses from interviews with staff from six environmental centres, this paper seeks to identify the specific constraints that may act upon the opportunities for disabled pupils to visit environmental centres. The research finds that a ‘medicalised’ approach to access may impede upon environmental centres’ ability to cater effectively to the needs of SEN school groups. Dialogue between environmental centres and SEN school teachers is recommended as a means of facilitating SEN school group access.
AB - Experiences of nature have been shown to be beneficial for disabled children; however, opportunities for disabled children to experience nature are often limited. The social model of disability may provide a theoretical base for increasing access to nature for pupils at Special Educational Needs (SEN) schools. Using results from interviews conducted with teachers from seven SEN schools, considered alongside responses from interviews with staff from six environmental centres, this paper seeks to identify the specific constraints that may act upon the opportunities for disabled pupils to visit environmental centres. The research finds that a ‘medicalised’ approach to access may impede upon environmental centres’ ability to cater effectively to the needs of SEN school groups. Dialogue between environmental centres and SEN school teachers is recommended as a means of facilitating SEN school group access.
KW - disability
KW - children
KW - nature
KW - environmental access
KW - constraints
U2 - 10.1080/09687599.2010.489313
DO - 10.1080/09687599.2010.489313
M3 - Journal article
VL - 25
SP - 617
EP - 626
JO - Disability and Society
JF - Disability and Society
SN - 0968-7599
IS - 5
ER -