This paper will describe the various stages of a qualitative study conducted within the context of Bologna Municipality Kindergartens, in order to explore whether an inclusive approach can be supported by Outdoor Education, and the reasons for which that connection was consistent. This study involved four Kindergartens’ Coordinators (Head Teachers), who has been interviewed with the purpose of collecting and understanding their opinion about: firstly, which reasons allowed Outdoor Education in spreading into their Kindergartens; secondly, how their educational services deal with pupils’ inclusion. In other words, this investigation is about Outdoor Education as supportive approach for pupils’ inclusion. The data collected through interviews, has been analyzed with a method inspired by the Grounded Theory. Finally, it’s been possible to provide some specific answers to the question that gave rise to this research endeavor.

L’Outdoor Education come possibile approccio inclusivo. Una ricerca nei servizi educativi zero-sei del Comune di Bologna.

Alessandro Bortolotti;Michela Schenetti;
2020

Abstract

This paper will describe the various stages of a qualitative study conducted within the context of Bologna Municipality Kindergartens, in order to explore whether an inclusive approach can be supported by Outdoor Education, and the reasons for which that connection was consistent. This study involved four Kindergartens’ Coordinators (Head Teachers), who has been interviewed with the purpose of collecting and understanding their opinion about: firstly, which reasons allowed Outdoor Education in spreading into their Kindergartens; secondly, how their educational services deal with pupils’ inclusion. In other words, this investigation is about Outdoor Education as supportive approach for pupils’ inclusion. The data collected through interviews, has been analyzed with a method inspired by the Grounded Theory. Finally, it’s been possible to provide some specific answers to the question that gave rise to this research endeavor.
ITALIAN JOURNAL OF SPECIAL EDUCATION FOR INCLUSION
Alessandro Bortolotti, Michela Schenetti, Veronica Telese
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Utilizza questo identificativo per citare o creare un link a questo documento: http://hdl.handle.net/11585/764959
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