Abstract

Inclusion of students with special educational needs (SEN) in the classroom requires pedagogical practices and learning experiences that provide opportunities for interaction with the environment and consider cognitive processes aligned with the cultural and social knowledge of the community, in this case, a rural one. Along these lines, environmental education offers the necessary flexibility and adaptability which traditional teaching lacks to understand the current situation of the planet in real and authentic contexts. This action-based pedagogy of environmental education facilitates reasoning through experience, promotes research into the most probable causes, and raises student awareness and encourages their participation in problem-solving. For SEN students, this way of understanding the environment enables the development of cognitive, social, and emotional skills, adapting to the unique needs and specific support each student requires. In this context, and as part of a case study, pedagogical practices frequently used by teachers to engage SEN students in environmental education in a rural setting were examined. The results show evidence of an incipient work with initiatives that promote a caring attitude and the development of reflective work in the pursuit of actions to address socio-environmental conflicts. However, weaknesses in the need for collective work, ranging from curriculum adjustments to institutional commitment, and the establishment of effective links with local communities, reflect the urgent needs in this area. Teacher commitment requires motivation, conceptual mastery, and critical awareness to integrate knowledge across disciplines that promote environmental awareness in SEN students. © Universidad de Caldas.