Environmental education (EE) is a subset of STEM education that focuses on the natural environment, cycles and processes within it, and often one’s place in nature. EE is often not given priority or even taught in schools which tends to result in EE available only through nature centers, parks, zoos, or other–mostly privately owned–facilities. This increases the risk of students with disabilities missing out on EE specific lessons due to an inability to access these facilities. Because of this, I conducted a comprehensive literature review regarding EE and disabilities, conducted surveys with specific facilities and did case study of an effective EE program for students with disabilities through the Cincinnati Zoo, to understand: What information regarding students with disabilities and EE exists? How do facilities providing EE address the needs of their visitors with disabilities? How can EE for students with disabilities be improved? What does effective EE for students with disabilities look like? In my research I found the existence of programs or awareness of them was a large barrier to getting students to facilities. Many of the facilities sampled had no information about accessibility provided. Additional barriers for students with disabilities included fear of judgment or physical abilities. The effect of EE was overwhelmingly positive with students of a variety of disabilities. Accessible EE fosters a better understanding of science topics and results in better school performance overall. Beyond the classroom, EE helps students with disabilities increase their social skills and confidence as a whole. Educators should adapt to students and be flexible, not make students adapt to the educator. The Zoo Troop 4 All program relied on adjusting existing curriculum to fit each student’s needs and abilities, making inclusive activities, and utilizing a team of trained professionals to inform programming and provide assistance throughout the program (often giving individualized help to students). By keeping disability in mind throughout all aspects of a program, educators and EE facilities can ensure that people with disabilities feel welcome and have an equitable experience, with all the benefits that come with EE. Exclusion, intentional or otherwise, stunts this and the future of EE relies on inclusivity and accessibility in order to fully live up to its potential. Ultimately the core of EE relies on connecting with the world around us and making positive changes and in order to do this, all people must be considered and supported.
Author: Abigayle Phillis
Advisor: Marcia England, Geography
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