Planning to overcome perceived barriers: environmental and sustainability education, inclusion, and accessibility

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.