Abstract
This paper results from an assessment of the Environmental Education (EE) programmes run at Monarto Zoological Park (MZP) in South Australia. MZP has a number of programmes attracting a variety of schools, both primary and secondary. Some of the programmes have been negotiated specifically for special needs and 'at risk' students. These courses are designed to encourage social inclusion through developing pro-social skills and seeking to reconnect students with learning through what is labelled as alternative education. The programmes are curriculum linked and in some cases, course credits. Despite the increasing demand for alternatives to classroom-based schooling, there has been little research into the effectiveness of EE as a tool for inclusive education. The Masters from which this paper derives, identifies, examines and situates the range of factors that generate, define and develop MZP's EE programmes. This paper looks specifically at how the ideals of social inclusion fit within a specific set of EE programmes.
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