Accessibility of Reading and Natural Environments: For a Pedagogical Epistemology of the Voice, The Body and The Landscape

Abstract

The contribution proposes an epistemological reflection on reading aloud and silent reading as accessible educational practices, with a focus on natural contexts. Drawing on references to the pedagogy of listening, inclusive education, and Outdoor Education, it highlights how reading in nature activates embodied, sensory, and relational experiences that foster accessibility and cultural participation.

Voice, body, and landscape intertwine in the construction of meaning, making reading an embodied and situated experience capable of embracing Special Educational Needs.