Seeking a sense of freedom during the restrictions of the pandemic, we came upon a beautiful forest, a place where we could be together again, to live freely just like before. The children were in sixth grade, around twelve years old, and there was a quiet but growing urge among us all to begin discovering the world. As I read more, I came to understand how meaningful walking and hiking can be during puberty and adolescence. Inspired by this, and together with a dear friend who shares a deep love for nature, we decided to guide the students out into the world, inviting them to explore it step by step, on their own two feet.
On Tuesday, April 27, 2021, we set out on the first of four journeys that would guide us toward a deeper understanding of nurturing the etheric body, helping prepare the students for the independence of their souls. Our time together stretched over four years, concluding on May 3, 2024. Throughout this period, the group evolved – some students moved on, others joined – but the love for nature and the spirit of exploration remained constant. As their teacher, I changed too. During my training in curative education, I began to see my students with new eyes, especially those with delicate emotional needs, and in parallel realized that being in nature also offered new meaning.
After studying the constituent bodies of the human being, the ethers and the elements, I started to observe more clearly the subtle transformations that occurred each time we ventured into nature. The planning of each outing became more intentional and detailed. Between the students’ eager longing for discovery and the heartfelt commitment of the guides and teachers, we shaped a program for children aged twelve to fifteen of activities in natural surroundings designed to bring strength, vitality, and balance to the lower bodies during the years of puberty and adolescence in an inclusive setting.
The order of activities followed the natural rhythm of human development: the sequence in which the constituent bodies are born and connect to the elements. Just as the human being gradually integrates each body, we introduced a new element with each activity. To help the students prepare for these experiences, we carried out other hikes in rhythmic fashion that encouraged physical strength, a growing ease with nature, and opportunities to connect beyond the classroom. With each outing, we gradually increased the physical effort, the degree of technical difficulty, and the distance from home. And with every step, the bond among the students and their companions grew deeper and stronger.
Some of these children needed special emotional support from the group. Among them were students diagnosed with Asperger’s Syndrome, right-sided hemiparesis, intellectual impairment, and generalized quadriplegic hypotonic syndrome. Others, affected by the changes of puberty, adolescence, and the aftermath of the pandemic, experienced anxiety, low tolerance for frustration, social difficulties, poor memory, or trouble concentrating.
As we planned the activities, we came to understand how important it was to choose locations that respected the particular needs and strengths of each child, places where they could accomplish things for themselves. We made prior scouting visits to assess every detail: safety conditions, evacuation routes, and available assistance in case of emergencies. This preparation helped us create an atmosphere of trust, where the children felt capable, supported, and cared for. I was also careful in choosing the adults who would accompany us – guides who could offer a calm, steady presence, who were able to make the students feel emotionally and physically safe. They were people with strong social skills, a love for truth and fairness, a sense of wonder about the world, and the heart of an explorer.
Together, we formed a solid team, able to keep the group moving forward. For this, we needed what I call «living humor,» a lightness of spirit, flexibility, and genuine enthusiasm, especially when walking alongside children with special needs. Trusting in the students’ abilities was essential, knowing that nature always holds some degree of risk, and that fear alone can keep a young person from fully engaging. When fear did arise, we adjusted, found new ways to continue, and gave each child the support they needed to carry on.
Experience of contact with the earth element to strengthen the physical body and develop the life ether
Place: Xitle Volcano, south of Mexico City.
Age of students: 12 years old (6th grade).
Duration: 5 hours of travel; 5 km.
The Xitle Volcano, whose name in Nahuatl means «navel,» erupted around 50 BC. Its lava flow gave shape to a series of caves at its base, and the terrain today is still covered with loose volcanic material. While most of the volcano is stable, rockfalls of various sizes still occur along the trails, making hiking a challenge.
The crater itself is made up of black volcanic rocks that shimmer with tiny, iridescent sparkles caused by the presence of silicates. This was just one example of the technical and scientific knowledge we came to appreciate during the experience. As we made our way down into the crater, we had to be mindful of every step. The loose rocks created an unstable surface, and it was easy to slip. But as we grew more comfortable moving over the stones, we began to feel the contrast between the shifting ground beneath us and the solid structure of our own legs. Slowly, we found a rhythm in our steps; a rhythm that gave us a sense of security, even on uncertain ground.
At the center of the crater, we reached firmer terrain. The sky disappeared behind the rocky rim, and we were surrounded almost entirely by earth. The air was hot and dry, and soon our bodies began asking for more water. We paused there, resting in the stillness, knowing we would soon be returning to the challenge. Climbing out of the crater took real willpower. Each step seemed to sink us back, and the effort we put in didn’t match the distance we gained. If we didn’t carefully gauge our weight and footing, we would slip again and again. It was a lesson in persistence, in adapting to frustration. Reaching the top was a real accomplishment, especially for those less used to physical effort.
After exploring the crater, as if we had visited the remains of a living creature, we walked toward the source of its creation, penetrating deep caves, the cooled remnants of lava’s once-living flow. To enter them, we had to rappel down about five meters. For many, it was the first time. Rappelling taught us how to work with our body, the rope, our weight, and the movement between them. We had to trust our hands, which controlled the rope’s friction, and with it, the speed of our descent.
Descending to the cave brought a drop in temperature, as unlike the dry heat of the crater, the cave was cool and damp with the scent of minerals. We clambered over massive, impassive rocks, going beyond them into darkness. To move upward, we used all four limbs, squeezing through sharp formations and finally emerging through a small opening. The outer rocks, shaped by the elements, had worn down over time. But inside the cave, untouched by weather, the stones were jagged and sharp. Every step had to be firm and deliberate. Climbing helped us sense our own strength in relation to the rock’s solidity. We learned to trust its stability, while paying close attention to every slope and footfall.
Aspects of development
Physical development works through the bones, grounding us, making us feel close to the Earth, as heavy and solid as stones. And yet, at the same time, thoughts sparkle like stars. This deep connection with the earth element marks the right moment to begin exploring the mountains, offering a space that is both steady and open, where personal and social growth can unfold.
At this stage, they are «between heaven and earth,» their thoughts soaring while their bodies slowly take root. Visiting places where they can feel their bones, where sensation meets reflection, becomes a healing act. It draws together the poles, uniting body and thought. This kind of experience brings attention to the physical self, while inviting thinking into presence, into the here and now. It’s valuable to have a technician or scientist, for instance, someone like a geologist, geographer, or biologist, to accompany the group. Not only to answer questions truthfully, but also, and more importantly, to awaken new ones. In doing so, we help balance the inner and the outer worlds, the world of thought and the world of lived experience.
Learnings
During this first experience, the adults accompanying the group played a key role in caring for the social dynamic. The person leading had to help contain the energy of the fastest students, while the person at the rear supported those needing help keeping up. Goals were to keep the group together, to encourage awareness of each other’s needs, and to foster a spirit of mutual support. Sharing food was also an important part of building a strong, connected group. These shared moments created bonds that will help them overcome greater physical challenges in future experiences.
It is also important to remember that, as this was their first experience, some students could have felt overwhelmed or unsure how to proceed. For them, having the option of assisted rappelling with automatic braking made it easier to take that first step.
Experience of contact with the water element to strengthen the etheric body and work on the chemical-sound ether
Place: Nexpayantla Canyon, within the Iztaccíhuatl-Popocatépetl National Park.
Age of students: 13 years old (7th grade).
Duration: 7 hours of travel, 11 km.
Nexpayantla, whose name in Nahuatl means «where ash abounds,» is a ravine shaped by the last eruption of the Popocatépetl stratovolcano. The melting snow from its slopes feeds a stream that runs through the heart of this landscape.
Visiting this place involves a certain level of risk. Since it is a ravine, there is only one way in and out, meaning that in the event of danger, the same path must be retraced quickly for evacuation. It was essential for all those accompanying to be fully aware of this and remain alert to the mountain’s sounds – such as the expulsion of ash or rocks – and to sudden changes in weather conditions, including rain or hail.
The trail itself is not technically difficult. It begins at kilometer 4.6 of the Santa Bárbara Huajuapan–Tlamacas highway and follows the stream upstream. We walked between wet earth, rounded river stones, and tree trunks that helped us cross the water. As we advanced, the ravine walls grew taller, the path narrower, and the air more humid. The vegetation changed with the altitude and shade, until eventually, the trees gave way to mosses, lichens, and ferns.
The character of the place naturally brought out the group’s social and creative sides. The current guided our steps, making it easy to find the way, as if we were following clues in a treasure hunt, with the water source as our prize. Along the way, we came across traces of what the stream carries when it rises: branches, stones, and the signs of its power. The rocks gradually became more imposing, pressing in on both sides like towering guardians. At the end of the ravine, water flowed down smooth, worn stone, shaped by time and movement. The ground was slippery, and we used a rope to help reach the waterfall where we felt the icy snowmelt water. Then we began the return journey, with a descent that was considerably harder than the climb. Some moved quickly, others needed more time, but all walked back with a quiet, proud sense of achievement.
Aspects of development
At 13, children start to develop a deeper interest in listening as much to others as to themselves. They look for more time alone at home, and at school, they’re eager for long conversations. With a simple but extended walk, we offer them moments of quiet and reflection, mixed with time to explore the landscape, notice the skills of their companions, and share light conversations and laughter.
The social sense starts to awaken as their awareness grows and energy begins to flow from their will. With gentle guidance, they begin to find real meaning in being together. These outings in nature soon led them to plan their own gatherings, where they supported one another through fears, did physical activities, played, and talked. Their way of being together began to take shape – grounded in kindness and love.
Lessons learned from experience
Keeping up with fitness-building activities helped the group find a natural rhythm together. It boosted their self-confidence and opened the door to discovering new strengths – in themselves and in each other. As chaperones, it’s important to begin stepping back little by little, giving students the space to take on some responsibility, both for themselves and for the group.
It is a beautiful moment to share what we might call a «devotion to the small things» – those quiet details that reveal growth. As companions, we can notice the progress each one makes, and in doing so, help their peers see it too, inviting genuine appreciation and recognition.
Experience of contact with the air element to strengthen the astral body and work with the light ether
Place: Underground River in Chontalcoatlán, Guerrero.
Age of students: 13 and 14 years old (7th and 8th grade).
Duration: 2 days.
Located in the Sierra Madre del Sur, in the northern part of Guerrero, the Grutas de Cacahuamilpa National Park is home to a remarkable underground world. The waters of the Chontalcoatlán River spring forth at the Nevado de Toluca, flow through the Malinaltenango ravine, and flow past the town that shares its name. The rock here is impermeable, so the water cannot seep through – it forms an underground river instead. The cave can only be accessed during the dry season, from February to May; from June to December, the rains swell the current, making entry impossible.
The river runs underground for about seven kilometers, and halfway along there is a skylight, an opening in the cave ceiling that allows for an exit. This was our introduction to speleology, the study of caves and their formations, ecosystems, and origins.
It was our first time venturing into a cave, and the excitement was palpable. We started along the trail under a blazing sun so strong that a few began to feel weak. Their companions quickly offered to carry their things to make the journey easier. The flat path ended, and we began to descend a via ferrata that led to the cave entrance.
As we made our way down, the air grew cooler and more humid. We knew we were leaving the sun behind for the day, so we paused to say goodbye to its warmth before stepping into the cave, where warm water welcomed us. Gradually, darkness enveloped us, and we turned on our headlamps to see our way forward. Inside, everything changed – temperature, sound, texture, light, and even our sense of time and space.
We walked for hours, continuously amazed by what we saw: limestone rocks carved by water, mineral patterns glittering in our torch beams, enormous natural steps like pyramids, and delicate stalactites and stalagmites. The students’ mood slowly shifted. Some grew anxious, wondering if we’d ever see daylight again; others were wideeyed with curiosity and discovery, while a few grew quiet, simply taking it all in. At first, stepping into the water felt uncertain, but soon the children were striding through it as if it were any other trail. Moving through the cave was a delicate balance between the weight of our bodies on rock and the lightness of the water lifting us.
It neared, the water turned colder, and we hurried toward our campsite. Local guides helped carry our gear to the skylight where we would sleep. After walking for nearly ten hours, we arrived tired, but there was still work to be done. Two companions and three students quickly moved everything down, sparking a wave of gratitude. Something shifted then – a new sense of solidarity emerged. Without being asked, everyone joined in to set up camp. We moved with ease and harmony: carrying bags, keeping things dry, pitching tents, and lighting the fire. It was one of the most fluid and quietly efficient moments we had experienced as a group.
Sleeping inside the cave was unforgettable. The darkness and the constant sound of water created a space for inward reflection. But around the campfire – our only source of light – something else awakened. Conversation flowed gently, full of warmth and trust. In that darkness, we felt ourselves becoming as one. We looked inward, but we also saw one another more clearly. The cave drew us into a shared rhythm, the darkness blurring our edges. We slept longer than usual in that deep, quiet dark. And when we finally awoke, we packed our things and continued our walk, filled with the hope of feeling the sun on our skin once more.
Aspects of development
A second group, one year younger, joined this experience. At first, they were extremely resistant, but the adventure gently dissolved the differences between the two groups, and before long, a single group emerged.
The students began paying more attention to how they could feel better prepared – eating more consciously, understanding the importance of packing well, and taking care of their personal adventure gear, knowing it would be needed again. A group tradition started to take shape, one where caring for health and well-being became essential to fully enjoying each moment.
As introspection deepened and curiosity about the human body grew, discomfort and insecurity around their own bodies also surfaced – especially for those with physical disabilities. But after walking for hours, climbing, and accomplishing what once seemed out of reach, their relationship with their bodies began to shift. It became stronger, more trusting.
This is a time when thinking unfolds in new ways, and with it, egocentrism can sharpen. However, these kinds of experiences challenge that beautifully, offering a world full of wonder into which one can step with intention and will rather than passing through it in a state of sleep.
Lessons learned from experience
In the darkness, those who tended to overthink found a quieting of the mind and allowed themselves to simply feel. Those who usually carried excess energy settled their bodies and opened up to observation. There was no rush, no impatience, no tiredness.
The conditions of the cave gave rise to a quiet sense of humility and interdependence, something that gently shifted the group’s dynamic in a lasting way.
It’s important to stay attuned to the rhythm the group needs, and to balance it with the pace required by the environment – so as not to push the students beyond what they can carry, but to let the experience unfold with care.
Experience of contact with the fire element to call upon the I-organization and work with the warmth ether
Place: Cuetzalan del Progreso, Puebla.
Age of students: 14 and 15 years old (8th and 9th grade).
Duration: 5 days.
Cuetzalan lies in the mountains to the north east of Puebla, home to the Tosepan Titaniske cooperative union, an organization formed by Nahua and Totonac indigenous farming families. It is a sustainable community built using eco-technologies, with an educational system they designed themselves, inspired by approaches like Waldorf and Montessori.
We arrived in a small, warm, and humid paradise nestled between the mountains and the mist. There, we discovered a large group of families living in harmony, where each person contributed according to their abilities, and everyone had what they needed. They welcomed us with a tour of their community, showing us the dining hall and the school that made some of the students nostalgic for their early years; an auditorium under construction with an impressive structure built entirely from natural materials, the communications center – equipped with radio, telephone, and internet – the carpentry workshop, and a space where they shared their eco-technological innovations, like energy-efficient stoves. The hotel where we stayed, also built by the community, was another example of their self-sufficiency. For us adults, it was inspiring. It felt like we were witnessing a living utopia. Among the students, interests varied. Some were captivated by the architecture, others by the politics and communication systems, especially those curious about activism and autonomy. The science enthusiasts were drawn to the community’s discoveries and inventions.
The following days blended visits with local families and outdoor adventures. Life here moved at a very different pace than in the city. The customs were shaped by the intense heat. When we arrived at a home, we were offered fruit-infused water to help us hydrate and slow down. At first, the students felt restless and uncomfortable, even bothered at moments, but over time, they began to see that there was no need to rush. These quiet periods of resting and sharing became rich opportunities to observe and learn. The meals we were served, some of which were familiar Mexican dishes, and other more local flavors that were new to us, were received with genuine gratitude and openness, a rare and beautiful thing to see in adolescence.
We visited community garden plots overflowing with vegetation, including many large, edible plants and listened to stories about the hard, admirable work of farming. These moments deepened our respect for food. We learned to process honey from Melipona bees using ancient techniques, watching how they stored honey in rounded shapes rather than the familiar honeycomb hexagons. We made chocolate from scratch – cleaning and roasting the beans as well as shaping the final product – and harvested cinnamon carefully, peeling the bark with patience to preserve its full value. We also cleaned and spun cotton with the guidance of a wise and industrious woman who could read the students just by watching how they cleaned and worked the yarn. This became a moment of self-reflection for many, softened by shared laughter.
Between all these experiences, we still found time for adventure. We explored trails and waterfalls, swam and played, came up with dares and encouraged each other to do them. There was a shared desire to live every moment as fully as possible, aware that this time together as a group was precious and coming to an end.
Aspects of development
This stage of life is often marked by a deep sense of loneliness and not feeling understood. What children long for at this point is a friendly guide, someone just a little older, someone whose path they can imagine following. By bringing together two groups in shared, meaningful activities, we create a space where this kind of guidance can arise naturally and gently, in a balanced and well-held way. It is a space that can fill them with a renewed sense of life and enthusiasm. These young people are beginning to search for their place in the world. They want to understand what those around them value, and to shape their own identity within that context. They’re eager to connect with the world through their own efforts, so being with persons who clearly play a valuable role in their community, because of their skills and contributions, gives them a glimpse of what they, too, might grow into, each in their own unique way. Themes like falling in love, forming couples, and sexuality are now naturally present. Group activities and time in nature help bring balance to the energy and attention this awakening draws, supporting a healthier, more grounded sexual development. For young people with special needs, there is sometimes a tendency toward infantilization, so seeing these interests emerge alongside their peers is a sign that their physical and emotional-spiritual growth is unfolding in harmony.
Lessons learned from the experience
The students, used to spending their time outdoors with us, always seeking adventure and challenge in nature, felt frustrated when they realized this experience would be different. The idea of listening to talks, sitting in workshops, and visiting people didn’t match their expectations of what five days in nature should be. Even though we explained things would take another form this time, it wasn’t what they had imagined. They talked it over among themselves, took time to sit with their thoughts and feelings, and asked us a few questions to better understand. Little by little, their attitude began to shift, though complaints still came and went.
What began as apathy and disappointment slowly turned into gratitude and admiration. They moved from participating because they had to, to genuinely wanting to help the families who had welcomed us so generously. The experience stirred so many emotions that some even developed physical symptoms, like fevers. But there was also room for emotional recognition, companionship, and honest conversations. Spending a few days with a community so thoughtfully organized, where the warmth of each Self touched something in the Self of the students, left a deep impression. I could see how they moved from being externally guided to beginning the journey of self-regulation. From following the rules just because they were there, to learning how to negotiate with care and awareness of others’ capacities. It wasn’t easy for them to step away from play and exploration to focus on work and learning a trade, but they honored every agreement made. We closed this cycle together, as a group and as explorers. In the middle of nature, we paused to hug, to listen, to say goodbye. The most beautiful part was that, for them, it wasn’t the end of being together as a school group – it was the beginning of something new: a group of friends, ready to venture into nature on their own.
What these experiences have given us
Nature – the outdoors – is the most nurturing space for strengthening the etheric body, the body we share with all living beings. In nature, we find rhythms that reveal themselves through temperature, landscape, the growth of plants, and more. Hiking, in particular, carries a gesture of point and periphery, turning each outing into a meditative experience and inviting a healthy rhythm of breath. The pace of the individual and the group gives momentum, not only to reach the summit, but also to return home. This healthy breathing allows us to live on Earth with a balanced spiritual life, connecting the inner with the outer, the earthly with the spiritual. In curative education, it is essential for a young person with special needs to receive what their being truly needs at each stage of life. As this group moved from puberty into adolescence, what they needed most was guidance filled with beauty and truth, something that could help them slowly begin to recognize their own identity. By seeing beyond symptoms and limitations, the adults accompanying them offered a compassionate gaze, one that revealed new possibilities that also live within them.
Regular, physical activity in nature, organized with healthy frequency, supports this transformation. It helps nurture a healthier relationship with the body during times of change. Rather than judging the body, it invites admiration for its strength and capacity.
Working in groups supports the social growth that is so needed at this stage of development. Among peers, these students found a safe space outside the family circle. In time, the feeling of safety that first came from the adults began to emerge from within themselves, and from the community they built together. They took clear steps from dependence to interdependence. For this to happen, it was important to establish clear, firm boundaries and rules, while gradually giving them a share of responsibility – for themselves and for one another. This is what fosters resilience during these formative years.
Each experience, gradually increasing in difficulty, offers those we accompany the chance to build themselves up as they come to know and perceive one another, as well as themselves, on the path to greater independence. In the first adventure, focused on strengthening the physical body, we are present, offering steady support so they can end the day with a sense of accomplishment in nature. In that warmth and care, they begin to feel their own body, their own strength, made tangible through contact with the rocks.
By the second experience, there is greater awareness in their movements. We shift our focus to their vitality, their energy, and the rhythm that best suits walking and resting. In the third, a sense of confidence has taken root. They can now sense their energy and ask for rest when needed. What becomes new are the emotions and sensations the world around them evokes. Here, we make sure nothing feels intrusive or overwhelming, ensuring that their experience remains open and enriching. When they begin to trust their physical and etheric bodies, they grant themselves the freedom to receive the spiritual, to pause, take notice, and enjoy every detail.
By the fourth experience, they know their bodies well, feel their vitality, and let their emotions roam freely. At this stage, we nurture the sparks of individuality that arise in their encounters with other Selves, and we support the awakening of will, fueled by their idealism and expressed through meaningful action.
When they feel physically secure, their attention turns naturally to keeping a steady stride, both individually and as a group. From this place, their awareness opens to the beauty of the landscape and the emotional depth the experience stirs. And by the end of this cycle, they stand as a strong, capable, perceptive, trustworthy, open, and united group, ready for collaborative work in a community they have helped to shape. Knowing that all possibilities live within them gives rise to something quiet and powerful: the perception of their innate human dignity.
These adventures were rich in aesthetic and sensory experiences that awakened a deep interest in the world and in other human beings, opening the door to a fuller inner life that will continue to grow in the years to come. A seed was planted, one that will remain with them, because now they know that the world, and the people in it, are full of wonder.
Observing the changes and symptoms that young people with special needs showed after each outing gave us insight into which aspect of their being had been stirred. After the volcano, their discomforts were physical; after the waterfall, they were more energetic; the cave brought intense, new emotions; and the visit to the community brought challenges on a social level with new ideas, perceptions, and adaptations. Through all of this, we could see shifts in their vitality, their movements, their interest in others, and their sense of self. These were clear signs that they were becoming more embodied, inhabiting this Earth with growing joy and enthusiasm.
For young people with specific mental health needs, each of these experiences offered the chance to go out into the world, to feel their limbs moving, the strength in their fingers as they climbed, rappelled, and helped set up camp. In doing so, they could witness the skill and capacity that lives within them. This recognition brings with it a sense of joy and renewed energy to look at themselves with warmth and curiosity.
Through the interaction of the bodies, elements, and ethers that form the vital body, we activate the etheric forces that help young people with special needs bring balance to their being and support a healthy incarnation.
When the physical body – the material, tangible, visible body – encounters the qualities of the earth element, with its solidity, impenetrability, and dependence on the environment, it engages the life ether. This ether brings vitality, integration, healing, and helps complete what is still forming.
When the etheric body, which is where life processes unfold, meets the water element, with its fluid nature, growth, and tendency toward fusion, it awakens the chemical-sound ether. This harmonizes, structures, and orders inner processes, supports differentiation, and enhances biochemical and hormonal balance.
When the astral body – the realm of sensation, emotion, and movement – interacts with the air element, with its expansiveness and invisible pressure, it activates the light ether. This helps define inner and outer boundaries, offering shape and dimension to the self.
And when the nascent – the stirrings of individuality, self-confidence, and will – meets the fire element, with its transience and transformative force, it calls on the warmth ether. This opens a path to the future, fuels maturity and purposeful action, and connects the young person to their creative impulse.
These experiences strengthen the etheric body of young people with special needs by bringing healing forces, vitality, and internal harmony. They help structure and define the self, fostering the inner organization needed to move toward the future with will, clarity, and a sense of creative purpose.
Translated from Spanish by Rafaela Gunner.
Literature:
Glöckler, M. (2014). El niño en Encarnación. 30 de junio de 2014. Wilton, New Hampshire.
Harwood, A.C. (2016). Recuperando nuestra humanidad, una introducción a la Educación Waldorf. Buenos Aires, Argentina. Ed. Antroposófica.
Lievegoed, B. (2016). Las etapas evolutivas del niño, su desarrollo psíquico-biológico. Buenos Aires, Argentina. Ed. Antroposófica.
Marti, E. (2015). Elementos, Éteres y Fuerzas Formativas. Barcelona, España. Ed. Pau de Damasc.
Steiner, R. (2016). Curso de Educación Especial. Buenos Aires, Argentina. Ed. Antroposófica.