Following the example from abroad, Slovenia too has started introducing forest pedagogy. Some schools and kindergartens in Slovenia show their active use of forest pedagogy in the educational process by joining the Slovenian network of forest kindergartens and schools. Some Primary Schools (later PS) with Adapted Programme (later AP) are also a part of the network. Therefore, we can establish that special education teachers also occasionally use forest pedagogy when teaching children with special needs in PS with AP. The main objective of the qualitative research was to gain insight into opinions of special education teachers who teach in Schools with Adapted Programme with Lower Educational Standard (later SAP with LES) and in Special Educational Programmes (later SEP) about forest pedagogy. The research was conducted among 12 special education teachers (interviewees), who are a part of The Slovenian network of forest kindergartens and schools or participated in the international project Nature encourages development and learning of children with special needs. Through semi-structured interviews we gained information on different ways of including forest pedagogy into PS with AP and on the special education teachers’ evaluation of educational impacts of such learning on different groups of children with special needs. The interviewed teachers include forest pedagogy in outdoor teaching as well as in their classroom work. The ways of including it differ based on the individual’s self-initiative, resourcefulness, creativity and boldness. The teachers use forest pedagogy based on outdoor learning in their work as much as possible, because they see its positive impact on the wholesome development of children with Intellectual Disability (later ID) regardless of the joined disability. On their path of actualising elements of forest pedagogy in PS with AP, they constantly face obstacles based on planning and organising in connection to curriculum and legislation. Despite the problems and particular concern regarding joined disabilities of children with ID, the teachers invest a lot of their own energy and work, because they have learnt from experience that teaching in nature brings progress in motor, social, emotional development as well as in the field of education for children with ID and other joined disabilities.
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