International Education Research

International Education Research

ISSN: 2291-5273 (Print)    ISSN: 2291-5281 (Online)

Volume 3 (2015), No. 4, Pages 1-15

DOI: 10.12735/ier.v3i4p01

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Children with Reading Disabilities and Outdoor Education

Tove Anita Fiskum1  Karl Jacobsen2 

1Nord-Trøndelag University College, Institute of Teacher Education, Levanger, Norway
2Norwegian University of Science and Technology, Institute of Psychology, Trondheim, Norway


To Cite this Article     Article Views: 1230     Downloads: 608  Since deposited on 2015-11-04


This study explore if children with reading disabilities have differences in experiences and show different behaviors during indoor school and outdoor education in Norway. In the first study children with reading disabilities are compared with the rest of the classes in how they report wellbeing in different school settings. Thirty children participated in this study. In the second study the answers from the six children with various degrees of reading disabilities were analyzed further, and qualitative observations of their behavior, both indoor and outdoor, were analyzed. The studies reveal that outdoor education can reduce the amount of unpleasant elevated arousal. Unpleasant elevated arousal can lead to internalized and externalized problem behavior for the group of children with reading disabilities.

Keywords: reading disabilities, outdoor education, wellbeing, mastering, problem behavior

To Cite this Article: Fiskum, T. A., & Jacobsen, K. (2015). Children with reading disabilities and outdoor education. International Education Research, 3(4), 1-15.

Copyright © Tove Anita Fiskum & Karl Jacobsen

Creative Commons License
This article is published under license to Science and Education Centre of North America. This is an Open Access article distributed under the terms of the Creative Commons Attribution 4.0 International License.

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Children with Reading Disabilities and Outdoor Education