Spain
Case Study - Fostering Inclusion through Making Education at Colegio Purísima Concepción, Granada
At Colegio Purísima Concepción in Granada, students with special educational needs participated in inclusive making activities that combined hands-on creation with technology, promoting engagement, creativity, and social integration.
Context
The Colegio Purísima Concepción in Granada, Spain, focuses on inclusive education for students with special educational needs, including those with learning disabilities, physical disabilities, and communication disorders. The primary school integrates making activities to engage all students, particularly those with disabilities, by using technology in a gradual and meaningful way. The school incorporates assistive technologies like Makey Makey, Scratch, and LEGO Education kits to facilitate hands-on learning and creativity. Students also use tablets, laptops, and other accessible tools to enhance their interaction with projects, ensuring all students, regardless of their abilities, can participate fully and meaningfully in the learning process.
Problem/Challenges
– Ensuring Equal Access: Ensuring that all students, particularly those with special needs, had access to engaging and enriching learning experiences.
– Overcoming Physical Barriers: Designing activities that could be accessible for students with physical disabilities or those who faced communication challenges.
– Adapting for Diverse Needs: Creating inclusive activities that could be customized to suit the different learning styles and abilities of students, enabling full participation in hands-on projects.
Solutions
Challenge 1: Ensuring Equal Access
- Assistive Technology Integration:
The school integrated tools like Makey Makey and Scratch to provide equal access for all students. These tools allowed students to interact with technology, regardless of their physical or cognitive abilities. Makey Makey enabled students to create circuits and use conductive materials, while Scratch allowed for visual and interactive learning without requiring fine motor skills.
- Use of Multi-Sensory Tools:
Students were encouraged to engage with projects through multiple sensory channels—visual, tactile, and auditory. For example, students with visual impairments were provided with tactile materials or audio feedback in apps to guide them through projects.
Challenge 2: Overcoming Physical Barriers
- Adapted Tools and Materials:
Students with physical disabilities were given modified tools, such as larger LEGO pieces and customized handles, making it easier for them to manipulate and build. For example, the school provided modified kits and built-in assistance, ensuring that students with limited mobility could fully participate in hands-on activities.
- Flexible Workstations:
The school designed flexible workstations, such as adjustable-height tables, to accommodate students in wheelchairs or those with other physical limitations. This ensured that students could comfortably engage in activities without needing to leave their workspace.
- Assistive Devices:
Students were provided with assistive devices, like adaptive switches for controlling robotic systems or touchscreen-enabled devices for easier interaction. These technologies allowed students with physical disabilities to participate fully in tech-based making activities.
Challenge 3: Adapting for Diverse Needs
- Differentiated Activities:
The school implemented differentiated activities based on students’ learning styles and abilities. For example, students with cognitive disabilities participated in simpler tasks like basic circuit building, while more advanced learners engaged in complex problem-solving activities. The making projects were scaffolded, allowing students to start at their level and progress as they gained skills. - Collaborative Learning:
Students were organized into mixed-ability groups to encourage peer support and collaborative learning. Students with special needs worked alongside peers to design and build projects, which not only helped them access the learning but also promoted teamwork and mutual understanding. - Flexible Task Design:
The activities were designed to be flexible and adaptable, allowing teachers to tailor them to individual needs. For instance, some students could focus on designing and building, while others could contribute by managing the technology or assisting with project documentation.
