The Project

The Education and Training 2020 Strategy sets as objective regarding the need to improve the quality and efficiency of education and training in particular for achieving the benchmark: fewer than 15% of 15-year-olds should be under-skilled in reading, mathematics and science. Moreover, the project will also address the need to enhance knowledge of and about science as a precondition to prepare Europe’s population to be actively engaged and responsible citizens, creative and innovative, able to work collaboratively and fully aware of and conversant with the complex challenges facing society.

On the other hand, the Agenda for improving and modernising education (2016) underlines the fact that ‘the quality of teaching and school leadership is crucial’ and that enabling teachers to cope with these challenging tasks, requires strategic investment in effective school leadership and a teaching profession that is based on excellent initial education, teamwork, and career-long professional development.

Latest OECD PISA data show that one in five pupils in the European Union (EU) has insufficient proficiency in reading, mathematics or science, as well as low or no digital skills. However, due to the continuously transforming industry, the education system needs to create new educational approaches by providing learning activities to train and prepare students to deal with this reality.

Objectives

The project aims to enhance schools’ capacity to provide inclusive and efficient STEAM education to students with special educational needs in order to enrich their learning experience and employability opportunities in the Industry 5.0 world through the development of educational materials and guidelines for secondary school teachers, managers and students.

The key objectives of the STEAM4SEN are:

  • to implement a holistic approach in adopting innovative technologies and pedagogies in school education by defining an education kit that will encompass specific aspects regarding the practical application of STEAM subjects (with particular focus on robotics).

  • to realize the implementation of the educational kit that will be focused mainly on developing skills deriving from STEAM education, with a further focus on empowerment of students with SEN.

Intellectual Outputs

IO1 – EDUCATIONAL KIT

IO1 – EDUCATIONAL KIT

The educational kit is a toolkit for secondary school teachers aimed at providing to both teachers and students STEAM education.

The toolkit will address specifically STEAM teachers and students, in particular it will focus on developing training materials and activities that suit also for students with special educational needs in order to allow inclusive and efficient STEAM education.

The Educational Kit will be aimed at the development of key skills deriving from STEAM education such as critical thinking, process-based learning, asking important questions, problem-solving and creativity.

In terms of audience, the development of such skills becomes even more crucial when it comes to students with SEN: for this reason the toolkit will be developed in order to address especially this target group.

In order to assure the transferability of the toolkit, it will be developed in order to be used both online – at home, in classroom, within therapeutic curriculum – as it will be uploaded in an interactive version on the project website and in classroom.

This approach will assure on the one hand a wider use also beyond schools and on the other hand an easier accessibility to other countries. For this reason, key activities from the Toolkit will be translated in national languages (EN, PT, IT, LT, EL, BG).

IO2 - LABORATORY: STEAM FOR ROBOTICS

IO2 - LABORATORY: STEAM FOR ROBOTICS

The aim of this laboratory, is on the basis of enquiry-based learning (EBL) to practically validate and use among teachers and students the toolkit.

In particular, the laboratory will focus on a particular topic: Robotics. In this way not only the laboratory will provide experiential learning on an innovative pedagogical practice (robotics) allowing students to experiment and acquire new skills, but also will provide a learning environment based on collaborative practices that will allow inclusion and cooperation within all students, especially among students with SEN.

Moreover, such a cooperative approach will guarantee the acquisition of key skills such as group dynamics’ awareness, team building and working, conflict resolution.

In order to assure a high level of transferability of the output, students who will be involved into the laboratory, will also record some videos related to the project idea to be enclosed into the Toolkit: the video will be enclosed into the online version of the Educational Kit (IO1) and a description of the project will be instead included into the paper version of the Kit. For this reason, videos and projects’ descriptions will be translated in national languages in order to allow other schools to access and see concrete and applied examples of the toolkit.

IO3 – GUIDELINES AND RECOMMENDATIONS

IO3 – GUIDELINES AND RECOMMENDATIONS

Inclusive education of people with SEN is often framed in terms of human rights or justice. Notwithstanding, the economic dimension for educating people with disabilities is also very relevant. Lack of appropriate education remains the key risk factor for poverty and exclusion of any person, whether they are disabled or not.

One of the key Europe 2020 targets is to have 'at least 20 millions fewer people in or at risk of poverty and social exclusion'. In addition, the 4th of the 17 Sustainable Development Goals stated in UN 2030 Agenda for Sustainable Development is “Guaranteeing equal and accessible education by building inclusive learning environments and providing the needed assistance for persons with disabilities”.

This shows the great importance social inclusion has at European and International level and it demonstrates the strong need for: -transnational cooperation among Member States; -an integrated approach involving schools and relevant stakeholders such as policy makers, associations and NGOs; -political measures for promoting and supporting social inclusion Europe wide.

In this sense, the IO3 provides innovative guidelines for several reasons:

  1. They are addressing directly managers and policy makers responsible for effective change and policy implementation at national and transnational level
  2. Guidelines and recommendation will enforce and disseminate the need to put into practice Quality Assurance at educational level in order to ensure the application of Quality culture
  3. The main focus for these recommendations are promotion of social inclusion through the adoption of innovative learning practices. Because of the importance at transnational level that this output has in order to trigger social and political change, the summary of the Guidelines will be provided in all national languages while the Manifesto will be fully translated in PT, IT, LT, EL, BG in order to have a wider political audience.

Toolkit

The toolkit will address specifically STEAM teachers and students, in particular it will focus on developing training materials and activities that suit also for students with special educational needs in order to allow inclusive and efficient STEAM education.

Α Map of challenges related to STEAM education for SEN will be defined from the assessment of the results of the needs analysis.
The next step will be the definition of training contents and materials, which will be implemented by all partners based on their expertise and interests.

The Educational Kit will be supported by specific and practical guidelines in order to better explain their application and to support teachers in actual implementation of the tools, showing the specific role and objective of each tool and the way it can be implemented, with what type of results.

The Guidelines will be in English with summaries to be translated in national languages.

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Partners

AEEN - Agrupamento de Escolas Emídio Navarro

AEEN - Agrupamento de Escolas Emídio Navarro

Avenida Rainha Dona Leonor, 2809-009 Almada, Portugal
Phone +35121 272 12 10
E-mail: diretor@aeen.pt
Contact Person: António Barreiros

http://aeen.pt/home/

Eagle Intuition

Eagle Intuition

Rua Piteira Santos, Lote 30, Loja B, 2975-333 Quinta do Conde, Portugal
Phone +351 212 104 522 
E-mail: info@ei.edu.pt
Contact Person: Rui Baltazar

www.ei.edu.pt

MCAST - Malta College for Arts Science and Technology

MCAST - Malta College for Arts Science and Technology

MCAST Main Campus Triq Kordin, Paola, Malta PLA9032
Phone +356 2398 7100
E-mail: Duncan.d.vella@mcast.edu.mt joseph.zammit@mcast.edu.mt
Contact Person: Duncan Vella / Joseph Zammit

www.mcast.edu.mt

DIMITRA Education & Consulting

DIMITRA Education & Consulting

Palaiologou 19, GR41223, Larissa, Greece
Phone: 0030 2410 554024
E-mail: euprojects@dimitra.gr
Contact Person: Vaso ANASTASOPOULOU

www.dimitra.gr

NART- National association of resource teachers

NART- National association of resource teachers

Vladovo 1 Str, Sofia/Bulgaria
Phone: +359 877183842
E-mail: office@narubg.org
Contact Person: Paulina Petrova

www.narubg.org 

Kauno Simono - Daukanto progimnazija

Kauno Simono - Daukanto progimnazija

Taikos pr. 68, Kaunas 51300, Lithuania
Phone: +37037453853
E-mail: progimnazija@daukantas.kaunas 
Contact Person: Alma Rimkevičė

www.daukantas.kaunas.lm.lt 

IIS Federico Caffè

IIS Federico Caffè


Address: Viale Di Villa Pamphili,
86 - 00152 Rome Italy
Phone: +39 06 121125925, +39 06121125926 
E-mail: rmis084008@istruzione.it 
Contact Person: Marina Pacetti / Tiziana Di Rella 

www.federicocaffe.edu.it 

Finance & Banking – Associazione per lo Sviluppo Organizzativo  e delle Risorse Umane

Finance & Banking – Associazione per lo Sviluppo Organizzativo e delle Risorse Umane

Via dell’Oca 27, 00186 Rome
Phone: +39 06 36004207
E-mail: effebi@asseffebi.eu 
Contact Person: Mario Spatafora

www.asseffebi.eu 

Funding

This project has been funded with support by the European Commission. The European Commission's support for the production of this publication does not constitute an endorsement of the contents, which reflect the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

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