Outdoor environments are powerful spaces for early childhood development, but are they truly inclusive for all children? This thesis examines how Early Childhood Education (ECE) educators perceive inclusion in outdoor school environments for children with diverse motor abilities. While the benefits of outdoor play and learning are well-documented, physical and systemic barriers continue to limit participation for children with disabilities.

Using a qualitative approach, ten semi-structured interviews were conducted with ECE educators from six European countries (Germany, Austria, Switzerland, Sweden, Norway, and Greece). Thematic Analysis, informed by an abductive approach and guided by Universal Design for Learning (UDL), revealed a nuanced landscape: educators face challenges related to inaccessible infrastructure, limited staffing, and parental concerns, but also recognize the unique potential of nature-based environments to promote inclusion, resilience, and growth.

Educators emphasized that with thoughtful design and adaptive practices, outdoor environments can become spaces where every child, regardless of ability, can explore, play, and thrive. Their insights point to a strong need for inclusive pedagogy, supportive policies, and environments built with all learners in mind.

This study adds depth to the conversation on inclusive education by drawing on educators' lived experiences and highlights outdoor learning as a vital, yet often overlooked, area for inclusive reform.