01. Making in the school setting
This resource introduces making as an educational approach in primary schools, highlighting its benefits in fostering creativity, problem-solving, and inclusion.
Introduction to Making and Inclusion in Primary Schools
Making in the school setting is an educational approach that emphasizes hands-on learning, creativity, and problem-solving through interdisciplinary projects.
These projects often combine science, technology, engineering, arts, and mathematics (STEAM), allowing students to engage with and apply knowledge in active, sustainable ways.
A makerspace is a collaborative workspace, often found in schools, libraries, or dedicated public/private facilities, where individuals come together to create, learn, explore, and share. These spaces are equipped with a variety of tools and resources, ranging from traditional crafts to advanced technologies like 3D printers and laser cutters, to facilitate hands-on projects and foster innovation.
In primary schools, makerspaces provide a space where students can design, build, and refine their own projects. This educational approach not only develops technical skills but also promotes social-emotional development, such as critical thinking, collaboration, perseverance, and promotes inclusion.
Benefits of Making in Primary Schools:
- Encourages creativity and innovation
- Develops critical thinking and problem-solving skills
- Strengthens collaboration and teamwork
- Provides hands-on applications of theoretical knowledge
- Increases student motivation and engagement
- Supports inclusive learning through adaptable and practical activities
- Accommodates diverse learning needs and fosters differentiation
Definition of Inclusion
Inclusion in a school setting refers to creating an educational environment where all students, regardless of their abilities, backgrounds, or needs, have equal access to learning opportunities. It involves accommodating diverse learning styles, providing support for students with disabilities, and promoting a culture of respect, collaboration, and belonging, ensuring every student can fully participate and thrive in the educational process.
As UNESCO states, inclusive education “enables schools to provide education for all students, regardless of their backgrounds or abilities.” This includes students with disabilities and promotes diversity and equal opportunities in the classroom (UNESCO, Inclusive Education: The Way of the Future).
Additionally, the International Inclusive Education Framework stresses that all students, regardless of their physical, intellectual, social, or linguistic conditions, should learn together in the same age-appropriate classroom with the necessary supports and services to foster a sense of belonging and mutual respect (World Health Organization, International Classification of Functioning, Disability, and Health).
Difference Between Inclusion and Integration
While inclusion focuses on providing all students, regardless of abilities, with equal access and support within the general classroom environment, integration refers to placing students with disabilities into regular classrooms without necessarily adapting the environment or teaching methods to meet their specific needs. Inclusion fosters full participation and a sense of belonging, while integration often centers on physical placement, sometimes without full academic or social engagement.
In this project, we focus on inclusion, ensuring that all students are actively engaged and supported in their learning environment.
How Making Promotes Inclusion in Primary Schools
Making is a powerful educational approach for promoting inclusion because it fosters a learner-centered environment that engages multiple senses and supports diverse learning styles.
1. Supporting Diverse Learning Styles
Making caters to different learning styles by providing a multi-sensory experience. Visual, auditory, and kinesthetic learners all benefit from the hands-on nature of making. For example, visual learners can engage with diagrams and designs, auditory learners absorb information through group discussions and verbal instructions, while kinesthetic learners gain knowledge by physically interacting with materials and tools. This approach ensures that all students can access the content in ways that suit their individual learning preferences.
2. Inclusive Participation Through Tactile Materials and Technology
Using tactile materials, adaptive tools, and technology (e.g., 3D printers, microcontrollers, coding apps) ensures that all students, including those with sensory or motor impairments, can actively participate in the learning process. This inclusion of various tools allows for a more equitable learning environment, where every student has the opportunity to engage in meaningful ways.
3. Practical Application and Hands-On Learning
The hands-on nature of making allows students, especially those who struggle with traditional learning methods, to better understand abstract concepts by applying them practically. By building or creating projects, students gain tangible, real-world experiences that help solidify their learning and boost their confidence in their abilities.
4. Promoting Social Interaction and Teamwork
Making also fosters collaboration, encouraging social interaction and teamwork. In makerspaces, students work together to solve problems, design projects, and share ideas. This collaborative process not only enhances students’ communication skills but also promotes a sense of belonging and community in the classroom.
Challenges and Solutions
While makerspaces offer numerous benefits for inclusion, there are some challenges in implementing them in primary schools:
- Limited Resources: Not all schools have the budget for advanced tools like 3D printers or specialized adaptive technologies. However, many makerspace activities can be carried out with low-cost or recycled materials such as cardboard, plastic bottles, or fabric (Check the provided lesson plans to learn more). Teachers can also seek grants or donations from the community to fund these initiatives or partner with a nearby makerspace to access additional resources (Check the section 6 on funding strategies).
- Teacher Training and Support: Many teachers may not be familiar with making-based education or may not know how to support students with diverse learning needs in these environments. Providing professional development and ongoing support can help teachers feel more confident in using makerspaces (Check information on available training opportunities).
- Classroom Management: Managing a makerspace can be challenging due to the variety of activities and students. Establishing clear guidelines and providing structured, project-based tasks can help keep students focused and organized (Check how to plan and execute inclusive making activities).
Extra Resources
Title: Universal Design for Learning (UDL) Guidelines
Type: Digital Resource
Source: CAST, www.cast.org, 2025
Languages: English
Short Description: A comprehensive resource with guidelines for implementing Universal Design for Learning (UDL) in classrooms.
License/Attribution: Creative Commons
Link/Attachment: https://www.cast.org/our-work/about-udl
Title: The Power of Play and Making in Schools
Type: Case Study
Source: The Maker Education Initiative, www.makered.org, 2024
Languages: English
Short Description: A case study exploring how play-based learning and makerspaces can promote inclusion.
License/Attribution: Creative Commons
Link/Attachment: https://www.makered.org
Title: Makerspaces in Education: A Guide for Teachers
Type: Article
Source: Edutopia, www.edutopia.org, 2023
Languages: English
Short Description: Practical tips for implementing and using makerspaces to promote inclusive learning in primary schools.
License/Attribution: Proprietary
Link/Attachment: https://www.edutopia.org/makerspace-guide
Title: MakerED Resources For School Makerspaces
Type: Digital Resource
Source: Makerspace.com
Languages: English
Short Description: A collection of digital resources to be used during Maker-based activities.
License/Attribution: Creative Commons
Link/Attachment: https://www.makerspaces.com/wp-content/uploads/2016/03/2nd-Ed-MakerED-Resources-For-School-Makerspaces-EBOOK-3-14-16.pdf
Title: Inclusion in education – Leaving no learner behind
Type: Digital Resource
Source: UNESCO (United Nations Educational, Scientific and Cultural Organization)
Languages: English
Short Description: A collection of digital resources focused on inclusion in education.
License/Attribution: Creative Commons
Link/Attachment: https://www.unesco.org/en/inclusion-education
Title: International Classification of Functioning, Disability and Health (ICF)
Type: Digital Resource
Source: World Health Organization
Languages: English
Short Description: It provides a framework, ‘The International Classification of Functioning, Disability and Health’ (ICF) which a widely used reference that helps in understanding inclusion in global education.
License/Attribution: Creative Commons
Link/Attachment: https://www.who.int/classifications/international-classification-of-functioning-disability-and-health
