School on the inside-outside line: Clinical experiences with children diagnosed with autism in outdoor education settings
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The article presents experiences of working in outdoor education contexts with pre-school children diagnosed with autism. The first case deals with a solidarity sailing school, while the second refers to a project for the discovery of the Venetian lagoon aimed at preschools in the area. These are projects aimed at the learning of specific knowledge and skills with respect to which it is suggested, by reflecting on the intervention experiences one concluded and the other in progress within interesting developments, that clinical psychology competences can usefully be integrated in these projects with the function of opening up spaces for the exploration of the expectations that the participants, the school and the families address to them. The aim is to maintain the construction of contexts of competent belonging, capable of integration rather than inclusion. The experiences will be read mainly using the ‘inside-outside’ categories; the hypothesis is in fact that these experiences are asked to hold together processes of construction of belonging and processes of exploration and knowledge of the unknown.
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