Nature-Centered Models in Special Education and Rehabilitation

As part of my evolving academic and professional interests, I am increasingly drawn to the exploration of nature-centered and ecopedagogical frameworks in the context of special education and child/adolescent rehabilitation. This emerging area investigates how structured interaction with natural environments — through outdoor learning, therapeutic gardens, sensory trails, and biophilic design — can support cognitive, emotional, and communicative development in students with neurodevelopmental and psychosocial challenges.

Such models align with holistic and trauma-informed approaches, emphasizing the restorative power of nature in fostering emotional regulation, reducing anxiety, enhancing attention, and nurturing social skills. While this is not yet an area of applied practice in my current work, I view it as a promising interdisciplinary direction for future research, intervention design, and inclusive educational planning.