The world faces an imminent environmental crisis, highlighting the role of effective Environmental Education (EE) in cultivating an environmentally literate society capable of making informed decisions regarding individual and collective environmental actions. A primary goal of EE is the promotion of pro-environmental behaviour, a complex outcome to assess. Research has established that nature connectedness serves as a crucial predictor of pro-environmental behaviour. However, most EE research has focused on nature connection outcomes for typically developing people, leaving significant gaps in our understanding of diverse ways of knowing and being. This study aims to bridge this gap by exploring how young people with intellectual and/or developmental impairments experience nature connectedness during a nature-emersed environmental education experiences that is integrated into their curriculum. Employing a phenomenological case study approach, this research centers the voices of people with intellectual and/or developmental impairments. Four participants with varying intellectual and/or developmental impairments engaged in the study, utilizing data collection methods including photovoice interviews, biophilia interviews, observations, and journaling. Phenomenological psychological analysis was employed to determine the essential structures of nature connection. It was found that nature connectedness includes elements of self-discovery, personal growth and the expression of values and beliefs, and that nature connectedness is a human-nature relationship that both empowers and validates. Through sequential enthymeme analysis of narratives and thematic analysis, four themes were described that describe the ways in which the participants in this case study connected with nature. Those themes include: Aesthetic experiences of nature; Knowledge of nature and self; Risk taking, recognition and management; Social bond building, skills and isolation. The findings of this study corroborate many conclusions drawn from studies investigating nature connectedness in typically developing people, such as the interplay between social, personal, and values and beliefs aspects of personal development and nature connection. The work has implications for methodological approaches to understanding the lived-experiences of people with intellectual and/or developmental impairments, and for the design and implementation of nature-emersed education experiences for all members of society. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]