EQUITABLE LEARNING IN ENVIRONMENTAL EDUCATION FOR STUDENTS WITH DISABILITIES

Abstract

The purpose of this study is to identify the status and needs of EE institutions across Wisconsin, with special consideration to diversity, equity, and inclusion (DEI) initiatives, and efforts to center and service students and audiences from marginalized communities, including but not limited to those with disabilities. A survey was created to collect both quantitative and descriptive data related to EE pedagogy, areas for improvement, institutional practices, content and curriculum, DEI efforts, and staff training. Quantitative data was analyzed using Qualtrics, and descriptive data was analyzed thematically by the research team, with special consideration to observable trends or themes. This survey was distributed via email in January 2023 to leaders and staff from 112 EE organizations across the state of Wisconsin. The survey was open six weeks, and 65 responses were collected by the end of the window, amounting to a 58% overall response rate. Based on the results of the data, many of the environmental education institutions in the state did not align instruction to any learning standards, nor connect learning to standards reflected in traditional classrooms. Nearly a third of respondents note that their EE organization provides opportunities for differentiated learning, none said they make adjustments to content, process, or product. Despite this, over half of the participants indicated that their EE organization was considerate to the needs of diverse learners when engaging students in programming, and that learners with exceptional needs are valued in outreach materials. This data demonstrates inconsistencies between the services that respondents indicate are offered at their EE organization for learners of varying ability, and the perception that their EE organization is capable of providing effective services to this audience.