Term
Summer 2022
Capstone
Capstone Project
Degree Name
MAED: NSEE
Facilitator(s)
Julia Reimer, Shelley Orr
Content Expert
Marla Richter
Abstract
It is becoming common for teachers of all subjects to gain training or take courses that specifically help them integrate environmental education (EE) into their core subject (Dada et al., 2018). At times, formal educators will team up with informal environmental educators to offer such opportunities. Informal educators, while well-versed in environmental activities, topics and issues, may not have an understanding of how to teach. This means that those who do not learn well in a traditional classroom may struggle to take part in EE. Students with Autism Spectrum Disorder (ASD) are an example of individuals that learn in a different style compared to neurodivergent classmates. This project provides the information needed for informal environmental educators to include ASD students in their programming. Through an extensive literature review of ASD, traditional classroom education and EE, a professional development presentation was formed to show informal environmental educators how to consider different methods to convey their knowledge to students of unique learning styles.
Project Type
Professional Development
Keywords
Curriculum, Environmental Studies, Special Education, Staff Development
Recommended Citation
Dobie, Claire, "How Can Informal Environmental Education Curriculum and Pedagogy Be More Inclusive for Autism Spectrum Disorder (ASD) Students?" (2022). School of Education and Leadership Student Capstone Projects. 891.
https://digitalcommons.hamline.edu/hse_cp/891
dc_type
text
dc_publisher
DigitalCommons@Hamline
dc_format
application/pdf
dc_source
School of Education Student Capstone Projects