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{{Paper
|id=Vol-3696/ELEARNING_paper_3
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|title=Fostering STEAM for Inclusive Learning
|pdfUrl=https://ceur-ws.org/Vol-3696/article_3.pdf
|volume=Vol-3696
|authors=Miguel Á. Conde,Francisco J. Rodríguez-Sedano,José Gonçalves,Francisco José García-Peñalvo
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==Fostering STEAM for Inclusive Learning==
https://ceur-ws.org/Vol-3696/article_3.pdf
Fostering STEAM for Inclusive Learning
Miguel Á. Conde 1,2, Francisco J. Rodríguez-Sedano1, José Gonçalves3 and Francisco José
García-Peñalvo4
1
University of León, Escuela de Ingenierías – Campus de Vegazana S/N, León, 24071, Spain
2
Universidad de Salamanca, Escuela Politécnica Superior de Zamora – Av. de Requejo, 34, 49029 Zamora,
Spain.
3
Politechnic Institute of Bragança, CeDRI - Research Center for Digitalization and Intelligent Robotics
SusTEC - Associate Laboratory for Sustainability and Technology in Mountains Regions, Bragança, Portugal
4
Universidad de Salamanca, Facultad de Ciencias – Plaza de los Caídos S/N, 37008, Salamanca, Spain.
Abstract
In contemporary society, there is a growing demand for professionals with the essential skills
required in the 21st century. The STEAM (Science, Technology, Engineering, Arts, and
Mathematics) disciplines have emerged as pivotal in facilitating the acquisition of these skills.
Indeed, these disciplines have exhibited their capacity to enhance workforce performance and
fortify a nation's innovation potential, emphasizing the critical need to promote STEAM
education among students and integrate it into existing educational curricula. Nonetheless, the
inclusion of students with intellectual or developmental disabilities (IDD) in these disciplines
presents formidable challenges. These challenges can be attributed to prevailing low
expectations regarding the potential of disabled individuals to excel in STEAM fields, the
inaccessibility of STEAM education curricula, and the limitations that educators face in fully
supporting the integration of students with disabilities. In response to these challenges, we
introduce the RoboSTEAMSEN project. The principal objective of the RoboSTEAMSEN
project is to bolster educational processes by equipping teachers working with students with
IDD with methodologies and tools that employ Robotics and Active Learning Methodologies
to promote STEAM education. The project's overarching goals encompass comprehending the
specific needs of disabled students and adapting robotics and active learning techniques to
accommodate various disabilities, designing comprehensive training programs for teachers to
enable them to individualize the learning experiences of students with IDD, establishing a
community of practice supported by a technological ecosystem that serves as a central hub for
educators and decision-makers to engage in discourse on how to achieve success in STEAM
education for IDD students.
The primary outcome of this project will be the enhancement of STEAM education for students
with IDD. To achieve this objective, we will develop a taxonomy for the categorization of
resources tailored to this demographic, institute a user model for personalized learning,
generate guides, resources, and courses for teachers, formulate workshop models for the wider
dissemination of project findings, and establish a technological ecosystem to facilitate a
thriving community of practice dedicated to this important educational domain.
Keywords 1
STEAM Education, Inclusive Education, Disabled Students, IDD, Robotics, Active Learning
Methodologies.
1. Introduction
We live in a technological society that is constantly changing, institutions and companies need to be
prepared for the change, to obtain immediate feedback about what they are doing, publish their results,
Proceedings for the 14th International Conference on e-Learning 2023, September 28-19, 2023, Belgrade, Serbia
EMAIL: mcong@unileon.es (A. 1); fjrods@unileon.es (A. 2); goncalves@ipb.pt (A. 3); fgarcia@usal.es (A.4)
ORCID: 0000-0001-5881-7775 (A. 1); 0000-0001-5909-1566 (A. 2); 0000-0002-5499-1730 (A. 3); 0000-0001-9987-5584 (A. 4)
© 2023 Copyright for this paper by its authors.
Use permitted under Creative Commons License Attribution 4.0 International (CC BY 4.0).
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to interact with their stakeholders. This means that professionals, to succeed, should be ready to use
new information sources, and new devices and to deal with new problems derived from such a
technological landscape and the emergence of artificial intelligence [1]. This means that they must
develop XXI century skills from an early age. Competences such as computational and critical thinking,
problem-solving, collaboration, communication, and creativity [2].
The acquisition of such competencies used to be associated with STEAM (Science, Arts,
Technology, Engineering, and Mathematics) education [3]. These disciplines have shown that they can
lead to improved workers' performance and enhance countries' innovation capacities [4, 5], which
makes it essential to foster young STEAM among students and also to facilitate integrating STEAM in
current educational curricula. Several projects have dealt with this topic, such as TACCLE3 [6] or
ROBOSTEAM [7]; and others have addressed STEAM as an inclusion chance of specific collectives,
such as W-STEM [8] or CreaSTEAM [9].
However, a collective that must not be forgotten is disabled people. For them, access to STEAM
disciplines is not easy [10] for several reasons, such as: the low expectations from others regarding
disabled people's ability to succeed in STEAM; inaccessible STEAM education curriculum; and
teachers’ inability to fully support the inclusion of students with disabilities [11, 12]. To overcome this
situation, it is necessary to look for the best approaches. In this sense, robotics could be an interesting
option for promoting STEAM [13] it has been used successfully in SEN teaching especially to promote
social skills and to improve executive functions [14]. However, the key factor is not only to apply
robotics but also to adapt robotics for disabled people and the different kinds of disabilities [15]. This
means supporting experts and teachers with specific/adapted robotic resources, methodologies, and
tools for different types of disabilities.
Regarding this topic, a project with special relevance was RoboSTEAM 2018, which had as final
results methodologies, assessment tools, and other resources to facilitate integrating STEAM and
developing computational thinking using robotics and physical devices. The RoboSTEAM project also
detected a gap regarding the use of robotics and active learning methodologies with this aim for disabled
people [16]. With this problem in mind, part of the project team decided to help bridge such a gap by
using robotics and active learning methodologies to facilitate access to STEAM education for people
with IDD. ROBOSTEAMSEN will support SEN teachers for people with with intellectual or
developmental disabilities (IDD) in STEAM education by providing adapted tools and techniques for
different IDD. This requires understanding the most common IDD, their features, and personalizing
learning with robotics and active learning methodologies to a great variety of SEN teaching activities.
In this paper we are presenting and describing the project.
The rest of the paper is structured as follows; the next section includes a general description of the
project, including the context, objectives, and partnership. Section 2 presents the project's work-
packages and activities, and section 3 describes the expected outcomes and impact. Finally, some
conclusions are posed.
2. Project description
2.1. Project context
A complete inclusion of people with IDD in our society is essential, and this can be addressed through
the educational field. Just in the European Union (EU) there are 99 million people with disabilities, of
whom 3% have intellectual disabilities [17]. Scholar education dropout for this collective depends on
each country but could reach 60% [18]. It is necessary to improve these rates by engaging disabled
students in education and personalizing their learning, which can be addressed using technology [19].
In addition, STEAM Education can also increase this collective employability, which used to be low
52% [20]. This requires training teachers in the use of ICT, as stated by the “Technology for Inclusion”
UNESCO’s study [21], and also in STEAM [11].
But what technology to choose? In this sense, the use of robotics and active learning methodologies
has been quite successful in the field of STEAM education [16], so it is interesting to look for the same
results with students with IDD.
25
However, a successful use of technology for fostering STEAM for people with IDD requires of an
adaption of any resource or intervention because the heterogeneity of this collective in disabilities,
severity levels, how the students are included in schools considering each country, their age, the time
to spent in the learning activities, etc. For instance, it is not the same adaptation required by a child with
autism mental disorder in level 1, who could be integrated into a regular school, could use technology
but could have communication problems, that one person that has level 3 and would need a special
school and has very different behavior. This means that the type of robotics, the methodologies, the
contents, the interaction, and the characteristics of each learning activity can vary depending on
students’ features and context. So, adaptations are required, which means teaching the teachers to do
this. Given this situation, we can assert that there are four primary necessities to address:
• The need for teachers to adapt STEAM education depends on the necessities of students with
IDD, the severity levels, and the context where the learning activity is carried out. This means
identifying an important number of settings to take into account in STEAM-related activities
and clarifying to lecturers what type of adaptation can be required at each moment.
• The need of teachers for tools and knowledge to use them in the previously defined situation.
Including both technical and methodological tools. From the technological point of view, it is
possible to include different kinds of robots or physical devices that can be adapted to very
heterogeneous situations and student features. Regarding the methodological point of view, it
is possible to facilitate tools for conducting the learning activities, assessing the people with
IDD, facilitating the acquisition of STEAM-related competencies for this collective, integrating
the activities with regular curricula, etc.
• Teachers’ needs to know how to personalize the learning activities for fostering and integrating
STEAM for children with IDD by using the guides and tools previously mentioned.
• The need for a collaborative space for supporting teachers and caretakers of persons with IDD
in using the resources provided in RoboSTEAMSEN beyond the project and even in applying
them in other possible collectives or contexts.
RoboSTEAMSEN will define a knowledge base for training SEN teachers for people with IDD to
foster STEAM and facilitate the development of computational thinking by using robots and active
learning methodologies. It addresses the necessities above described in the following ways:
• Guiding teachers in the type of adaptations required for STEAM education. The project will
define first a description and categorization of the different profiles of students with IDD in the
field of STEAM Education attending to issues such as IDD, severity, student level, or age. With
that, a study of the different types of resources to use is carried out, and a user model so it is
possible to see what fits better with each situation and suggest how to proceed in the STEAM
education activities.
• Providing teachers with tools that they can use in the previously defined situation. Compilation
of possible tools to use includes technological solutions such as open hardware or software and
pedagogical and methodological tools and instruments. These resources will be classified
according to previously defined categorization, so it was possible to facilitate learning
personalization.
• Teaching the teachers how to personalize the learning activities. Define training programs for
supporting the teachers in the adaptation required for STEAM disciplines when dealing with
students with IDD using robotics. RoboSTEAMSEN will provide one training program for each
STEAM Disciplines and at least one considering an IDD. In addition, a general training
program will be also provided.
• Developing a collaborative space for supporting the practice of STEAM Education for students
with IDD. The project will develop and maintain an open virtual space in which all the target
groups can exchange experiences, resources, doubts, etc. The environment will be disseminated
throughout the partnership and associated partners and to other institutions related with the
education of students with IDD.
2.2. Project objectives
26
Given the above-described context ROBOSTEAMSEN main objective is to support educational
processes by providing teachers of students with IDD with methodologies and tools for fostering
STEAM by using Robotics and Active Learning Methodologies.
This is aligned with several EU priorities. The aim of the EU through the Erasmus+ Programme is
to “support, through lifelong learning, the educational, professional and personal development of people
in education, training, youth, and sport”. One of its key priorities is “INCLUSION AND DIVERSITY,”
looking to “promote equal opportunities and access, inclusion, diversity, and fairness across all its
actions” and with several collectives to be considered, among them disabled people [22].
RoboSTEAMSEN project is completely aligned with this priority and collective, as it aims to define a
knowledge base for training SEN teachers for people with IDD to foster STEAM and computational
thinking using robots and active learning methodologies. This goal it is also aligned with some
horizontal priorities:
• “Promoting interest and excellence in science, technology, engineering, and mathematics
(STEM) and the STEAM.” RoboSTEAMSEN will promote STEAM for children with IDD by
providing personalized tools and techniques and building a community for teachers on this
topic.
• “Supporting teachers, school leaders and other teaching professions.” In this sense,
RoboSTEAMSEN will support teachers by providing them with tools to carry out innovative
teaching and develop adaptations for students with IDD and assessment tools and methods for
them.
• The project's main objective can be articulated as several sub-objectives:
• Analyze and identify the different problems related to STEAM education and people with IDD.
• Analyze and identify possible methodological and tool adaptations required by students with
IDD depending on the type and level of IDD in the context of robotics and active learning
methodologies.
• Define application guides for personalizing robotics and active learning methodologies in
STEAM Education for students with IDD, considering different possible disabilities and levels.
• Collect and publicly share good practices, contents, and tools to employ robotics in SEN
teaching for STEAM Education.
• Conduct SEN teacher training and school workshops to spread the resources, methodologies,
and adaptation knowledge to guarantee integrating STEAM for people with IDD.
• Establish ways of collaboration between robotics labs at universities, robotic companies, and
Educational Institutions for people with IDD.
2.3. Partnership
The partnership consists of eight organizations, including four Higher education Institutions, two
regular schools, one school for SEN students, and a technical partner. The universities are Universidad
de León (ULE), Instituto Politécnico de Bragança (IPB), University of Eastern Finland University
(UEF); and Universidad de Salamanca (USAL). The schools are: Colégio Internato dos Carvalhos
(CIC) and EuroEd (EED). The special needs school is CEE Nuestra Señora del Sagrado Corazón (SCO).
It should be pointed out that the UEF will participate in the project also as a school because this
institution, represented by the same PIC, includes both the university and primary and secondary
schools. This means it will participate in these two ways.
The composition of the consortium is mainly based on the partners’ main fields of expertise,
educational robotics and school education, and on the synergies created during previous collaborations,
especially for many of them during the RoboSTEAM project. ULE is the coordinator of the project.
Regarding the expertise, on the one hand, ULE and IPB have broad experience researching robotics
and how they are applied in educational contexts. On the other hand, USAL and UEF are specialized in
teacher education, eLearning, and STEAM integration. UEF school and EuroEd have been involved in
several Erasmus projects, and both, together with CIC, develop learning programs related to
technological issues. SCO specializes in SEN education and, more specifically students with IDD. Pixel
has been involved in technical tasks of more than 150 projects. Moreover, several partners have worked
together on different projects. USAL has collaborated with UEF in the TACCLE 3 project; USAL and
27
ULE have published different papers related to Robotics, Education, and Software Engineering; ULE,
IPB, and USAL have worked together in the Intensive Program Entrepreneurship Education for
European Students (E3S); ULE, USAL, IPB, UEF and CIC have worked in the RoboSTEAM project;
IPB has worked with CIC in several local projects as ULE with SCO; Pixel and EuroEd have worked
together in several Erasmus projects.
Each university partner leads a network of schools (usually involved in their activities, particularly,
in-service, and future teachers training), and the schools involved also have a contact network that
includes several educational institutions. In addition, the partnership includes as associated partners
several associations for people with IDD. This means that the consortium can reach out to the school's
context at the national and regional levels. At least 45 associated partners will be involved from the
beginning of the project. It should also be noted that with this partnership, we are involving countries
with different socio-economic situations, something necessary to test how the outputs of the project are
applicable in different contexts and if the adaptations proposed work properly in these different
situations.
3. Project work packages and activities
The goals of the project will be achieved through 5 work-packages. These are:
• WP1. Project Management. This work package is essential in every project. It includes
operational and financial management of the project, the risk management approach, the quality
management, and the communication strategy. During the Kick-off Meeting, a Steering Project
Management Committee (formed by the contact person of each institution) will be defined and
will lead a participatory process to ensure that all previous processes are completed properly.
• WP2. Adapting Resources, Methodologies, and Tools by IDD. This WP is defined to provide
the knowledge to facilitate adapting robotics and active learning methodologies for different
IDD. To achieve so, it is articulated in the following activities:
o WP2.T1. Analysis and extraction of the main features to be considered to classify students
with IDD. ThisThis task aims to understand the main issues to take into account to define
a taxonomy in the next activity.
o WP2.T2. Definition of a taxonomy for classifying disabled students based on WP2.T1
features. This means identifying the different taxon and validating how they can be used in
the classification of students.
o WP2.T3. Definition of a user model for personalizing learning in STEAM. It will consider
the different disciplines and the features of the students. ULE will lead this package with
equal collaboration with the rest of the partners.
o WP2.T4. Compilation of robotics and methodological resources and instruments. They will
be employed to adapt interventions depending on the users’ needs expressed by the user
model.
o WP2.T5. Definition of case scenarios for the adaptation of interventions.
o WP3.T6. Validation of the case scenarios, taxonomy, and user model. It requires expert
collaboration.
o WP3.T7. Definition of guides and samples for personalizing STEAM education for
students with IDD, based on the previous results.
o WP3.T8. Transnational Project Meeting.
• WP3. Teacher Training Package. In WP2, several tools and resources were defined to support
the teachers' interventions in STEAM Education for students with IDD. However, it is
necessary to train teachers into using these new guides and tools. To do so, this work package
includes the following tasks:
o WP3.T1. Design of training programs and materials. ThisThis task is to define training
programs, one per STEAM discipline of at least two levels. In addition, one training
program will be specifically designed for a specific IDD. To define these programs, it is
necessary to consider the best materials for each situation.
28
o WP3.T2. Implementation of training programs as courses and deployment in an LMS. The
training will be conducted online, so the training programs should be implemented as online
courses and deployed in one or several LMS.
o WP3.T3. Teacher training. Teachers from the schools will be trained in the programs
defined by the consortium. This training will be online and follow a project-based learning
approach where the students will collaborate using online tools.
o WP3.T4. Definition of workshops for future training. Production of templates and contents
for online and face-to-face workshops to take place in the associated patterns institutions
and other related with the consortium contact networks.
o WP3.T5. Transnational Project Meeting. This task aims to coordinate the WP activities and
content production.
• WP4. Technical ecosystem & Community of practice. One of the main problems of projects
such as RoboSTEAMSEN is to spread the result and be able to maintain it after the project is
finished. To address it, WP4 aims to create a community of practice supported by a technical
ecosystem. This is developed through the following tasks:
o WP4.T1. Design and implementation of the technological ecosystem. It is necessary to
define a virtual environment that provides functionalities such as a web portal, user
management, news system, social networks, collaboration tools, repository, and access to
the LMS.
o WP4.T2. Validation of the technical ecosystem by experts and end users. It is required to
guarantee a good performance of the different tools.
o WP4.T3. Collection of resources to be included in the ecosystem repository. Compilation,
classification, and curation of resources about STEAM Education for students with IDD.
o WP4.T4. Definition of User manual and tutorials. Creation of multimedia content about the
use of the ecosystem and two documents for guiding both the administrators and the end
users.
o WP4.T5. Engagement of end users. Elaboration of communication and engagement plans
to spread the use of the community.
o WP4.T6. Transnational project meeting. Meeting to check the progress of these and other
work packages.
• WP5. Dissemination and exploitation. For any project, it is necessary to have widespread
results. This work package aims to make sure that the project partnership is committed to
ensuring appropriate dissemination and exploitation measures aiming at guaranteeing the
project the maximum visibility, creating the condition for its sustainability in time and
multiplying the impact of its deliverables and outcomes in the educational sector at large.
4. Project expected results
The expected project results aim to address the objectives defined in section 2. They can be summarized
as:
• Guidelines for SEN teachers on addressing STEAM Education from a pedagogical perspective
considering different types of IDD.
• Database of teaching contents organized by IDD. Collection of Tools, Training Contents, and
Possible Learning Actions to use for fostering STEAM by using active methodologies and
robotics.
• Developing training programs for SEN teachers for fostering STEAM by using active
methodologies and robotics.
• PR4.Community of practice – Experts and teachers’ virtual ecosystem to meet up and share
their expertise.
They are developed during the different work packages. With more detail, the expected results of each
work package are:
• WP1. Management:
o Project Management Handbook.
o Project Grant Agreement with the Spanish Agency.
29
o Project Bilateral Agreements between the coordinator and the partners.
o Quality plan that includes the internal quality assurance processes.
o Quality reports in months 12 and 24.
o Risk Management Approach.
• WP2. Adapting Resources, Methodologies, and Tools by IDD. This result to defines a
knowledge-basedbase about IDD. More specifically, the expected results are:
o A Taxonomy to describe the features of students with IDD. With this taxonomy, it would
be possible to classify educational resources by disability, severity level, etc.
o A user model based on the previously defined taxonomy, so it was possible to represent the
concrete needs of the students attending to their disabilities.
o A set of resources and tools for STEAM Education. Compilation of robotics solutions and
methodological tools will be classified using the taxonomy for later producing intervention
adaptations in STEAM disciplines personalized for each student's disability.
o Guides for using the user model and the repository of resources in real intervention
adaptation. The teacher should be able to characterize a student using the user model and
later look into the repository for resources that fit students’ needs.
o Samples of interventions adapted to the most common scenarios regarding IDD and
students’ needs for specific STEAM disciplines.
• WP3. Teacher Training Package. This WP will produce several results. Some of them are
related to the teachers training in the use of guides, tools, and resources produced during WP2
to facilitate learning adaptations to accomplish the needs of students with IDD in the field of
STEAM. In addition, this WP will produce content for workshops to be carried out in other
institutions beyond the partnership that can be useful for training teachers from the associated
partners. More specifically, the expected results are:
o One training program for each specific STEAM discipline.
o One training program for a specific disability.
o Several online courses to implement the training programs.
o Templates to generate content for future training programs.
o Workshop content to train teachers in the project results.
• WP4. Technical ecosystem & Community of practice. The results related to these WP are based
on the technical solution and how it can be used and maintained. The idea of having a
community of practice requires several tools, and in this case, the WP will provide a
technological ecosystem to facilitate the collaboration of interested stakeholders. To do so,
several outcomes will be produced:
o The design and implementation reports for the definition of the technological ecosystem.
o Technological Ecosystem that includes tools for managing different types of profiles, tools
for collaboration and interaction, and a repository for publishing resources related to the
project (produced during the project but also from other sources).
o User Manual and tutorials for using the ecosystem, including a collection of multimedia
and a complete user manual.
o Initial resources compilation to be included in the repository.
o Engaged Users. To guarantee building a community of practice that will extend the project's
sustainability, it is necessary to involve stakeholders interested in the topic.
• WP5. Dissemination and exploitation. The full implementation of the work package activities
ensures the achievement of the following results:
o The organization of specific events, one in each country, dedicated to multiplying the
impact of the project.
o Project target groups and beneficiaries are fully informed about the project achievements
and deliverables.
o Creation of the conditions for the project outputs being used and sustainable in time.
o The project will be presented at national and international conferences to its achievements.
o Involvement of other institutions in charge of education in further promoting the
information about the project to their end users.
30
o Key policy and decision-makers in education and training are aware of the project’s
activities, deliverables, and results to enhance their mainstreaming at a systemic level.
o Availability of web links from websites specialized in education and training towards the
project web portal.
o Media promoting the publication of information about the project.
5. Conclusions
Integrating individuals with Intellectual and Developmental Disabilities (IDD) into the labor force
represents a formidable challenge that demands focused attention. Previous research has anticipated
that STEAM education and robotics will offer valuable support for this endeavor. ROBOSTEAMSEN
project has been designed to catalyze such training initiatives.
The core objective of ROBOSTEAMSEN is to establish a robust knowledge-based framework,
tailored training programs, and a community of practice devoted to the pedagogy of STEAM for
students with IDD. The project approach considers the unique characteristics of these students, the
available resources, effective implementation strategies, and robust methods for outcome assessment.
By bringing together a diverse array of researchers and educators with a shared interest in this domain,
we aim to unearth the most effective solutions for students with IDD.
Acknowledging the inherent complexity in addressing the diverse spectrum of IDD conditions and
their corresponding interventions is important. As an initial step, we are laying the foundation for a
knowledge database prioritizing the most prevalent conditions. We envision this resource as a stepping
stone, with future plans to expand its scope to embrace a broader range of conditions, further advancing
the cause of inclusive learning.
6. Acknowledgments
This work is partially supported by the Erasmus+ Project “ROBOSTEAMSEN – Training SEN teachers
to use robotics for fostering STEAM and develop computational thinking” with ref: 2023-1-ES01-
KA220-SCH-000155379 granted by the call Cooperation partnerships in school education KA220-
SCH.
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