Title: Planning to overcome perceived barriers: environmental and sustainability education, inclusion, and accessibility
Authors: Laura Sims; Marie-Élaine Desmarais
Addresses: Faculty of Education, Université de St. Boniface, Winnipeg, Manitoba, Canada ' Faculty of Education, Université de St. Boniface, Winnipeg, Manitoba, Canada
Abstract: Integrating environmental and sustainability education (ESE) approaches into faculty of education classrooms that are inclusive of learners with a broad range of diverse needs can seem daunting. Our purpose is to reflect upon how to plan for inclusive learning experiences for all learners whilst also using ESE strategies to facilitate learning. Within the scope of a narrative enquiry, we explore how applying the universal design for learning principles when planning learning activities that use ESE approaches can help overcome perceived barriers. Community-based exemplary stories from our respective teaching practices are shared. We reflect upon potential benefits and implications for faculties of education when applying the universal design for learning and ESE approaches in teacher education programs. Future directions for research are proposed.
Keywords: pre-service teacher education; inclusive education; environmental and sustainability education; ESE; universal design for learning; UDL; collective teaching practices; community-based learning/teaching; teacher education programs; higher education.
International Journal of Higher Education and Sustainability, 2020 Vol.3 No.1, pp.1 - 17
Received: 25 Apr 2019
Accepted: 26 Jul 2019
Published online: 10 Jul 2020 *