This study investigates how Outdoor Education for All can be considered a pedagogical approach that promotes the inclusion of young people with intellectual disabilities in marginalised and disadvantaged areas. This study is developed within a systemic theoretical framework that includes elements of Bandura's social cognitive theory, which highlights the importance of self-efficacy in educational processes and the mutual influence between the individual and the environment in personal growth pathways.

The research takes a qualitative approach with a phenomenological orientation, with the aim of exploring the family implicit linked to disability.
The sample consists of twenty families with their children living in the “Casa Raoul” community, a semi-residential educational community located in an area characterised by socio-economic fragility. The semi-structured interviews conducted with the parents were analysed using thematic analysis supported by MAXQDA software.

The hypothesis underlying the study is that the limited exposure of young people with disabilities to the natural environment is not only attributable to infrastructural deficiencies in the area, but also to implicit parental representations that tend to perceive the outdoor space or the natural environment as a source of risk rather than as an educational opportunity. From this perspective, the limited presence of affordances in the context can hinder the possibility of action that would otherwise expand the educational space of individuals, reducing the activation of agency processes and compromising the development of self-determination.

The results that emerged in this first exploratory phase highlight how these implicit factors can act as invisible barriers to access to outdoor spaces, preventing children from enjoying potentially vicarious experiences. The aim is to encourage critical awareness so that an awareness of the limitations within the family can develop and to promote a change of perspective, oriented towards more inclusive and conscious educational practices.

Keywords: Outdoor Education for All, Educational Disadvantage, Intellectual Disability, Social Representation Theory, Self-determination.