Makerspaces for Inclusive Education

Reynaga-Peña, Cristina G.; Myers, Christopher; Fernández-Cárdenas, Juan Manuel; Cortés-Capetillo, Azael Jesús; Morales, Leonardo David Glasserman; Paulos, Eric

doi:10.1007/978-3-030-49108-6_18

Cited by 7 publications

(4 citation statements)

References 15 publications

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“…Being open to the inclusion of resourcefulness, narratives, and identities in makerspaces can strengthen culture in rural Colombia as well as in other settings in the Global South. Vulnerable, underrepresented, and under-educated communities have access to Makerspaces seeking practical and hands-on education to solve their day-by-day challenges, seeking entertainment, or even seek entrepreneurship (Smith, 2017;Reynaga-Peña et al, 2020;Gillespie et al, 2021). We find that by doing this they often include resourcefulness, narratives, and identity in their maker learning practices.…”

Section: Discussionmentioning

confidence: 99%

Resourcefulness, narratives, and identity in science, technology, engineering, arts and mathematics education: A perspective of makerspaces for rural communities in Colombia

2022

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Disparities of scientific education (STEM) in rural and remote communities are exacerbating inequalities and taking away opportunities for youth to explore their scientific interests and participate in science-making globally. Maker education in rural and remote areas of Latin America could boost the participation of rural communities in scientific education and open alternatives to the lack of higher literacy rates and STEM education. In Colombia, tertiary education has been making efforts to close this gap through the Itinerant Technical Academies of Servicio Nacional de Aprendizaje (SENA: National Learning Service). Participants in the Technical Academies create relevant technologies for their context, reflecting on their cultural values and aesthetics. In this contribution, we describe three projects conducted in the itinerant Technical Academies of rural Colombia in Narino to exemplify how participants made their artifacts relevant to their culture using available resources, materials, and practices. Students are using available resources to create artifacts that are relevant to their social contexts and aligned with constructivist practices. We propose and discuss three characteristics that have emerged in makerspaces situated in rural Colombia: (i) Narratives, (ii) Resourcefulness, and (iii) Identities and we suggest that makers, scholars, policymakers, and educators should pay attention to those three elements to guide future studies and further research on maker education in the Global South.

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Section: Discussionmentioning

confidence: 99%

Resourcefulness, narratives, and identity in science, technology, engineering, arts and mathematics education: A perspective of makerspaces for rural communities in Colombia

2022

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“…Além das políticas educacionais numa perspectiva inclusiva, os espaços maker têm se destacado na promoção da educação inclusiva [Reynaga-Peña et al, 2020]. Esses ambientes oferecem oportunidades de aprendizado colaborativo e acessível, permitindo que estudantes com deficiência explorem suas habilidades criativas e desenvolvam competências tecnológicas.…”

Section: O Desafio Da Educação Inclusiva Através De Ambientes Makerunclassified

“…Os ambientes maker inclusivos desempenham um papel importante na promoção da educação inclusiva e no desenvolvimento de habilidades socioemocionais, como trabalho em equipe, resolução de problemas e criatividade. Além disso, esses ambientes oferecem oportunidades para a criação de tecnologias assistivas e soluções inovadoras, visando melhorar a qualidade de vida das pessoas com deficiência [Reynaga-Peña et al, 2020]. Giusti e Bombieri [2020] enfatizam, em uma pesquisa correlata realizada na Itália, a importância de se criar ambientes de aprendizagem inclusivos e sugerem que os professores sejam treinados em componentes pedagógicos que apoiem a inclusão.…”

Section: O Desafio Da Educação Inclusiva Através De Ambientes Makerunclassified

Inclusão Tecnológica de Estudantes com Necessidades Específicas: um Relato de Experiência em Espaços Maker do Instituto Federal de Alagoas

Albuquerque,

Cavalcante,

Ferreira

et al. 2023

Anais Do XXIX Workshop De Informática Na Escola (WIE 2023)

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Este artigo tem como objetivo apresentar o relato de experiência do planejamento e execução de dois cursos (Modelagem e Impressão 3D e Internet das Coisas) realizados através de um projeto em ambientes maker do Instituto Federal de Alagoas (Ifal) de forma inclusiva, para contemplar estudantes com necessidades específicas. Os cursos foram realizados nos campi do Ifal das cidades de Arapiraca e São Miguel dos Campos em Alagoas, em janeiro e em março de 2023, com carga horária de 20h cada. Os resultados iniciais evidenciam a importância de se adequar as ofertas para esse público, bem como o impacto positivo dessas iniciativas na vida dos estudantes com deficiência, tanto visual, quanto auditiva.

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“…Thus, by understanding the perspective of the lecturer it could lead to the better practice of inclusive education practices. Based on the findings from some previous studies and official guidelines from the Indonesia's government titled the Guidelines on Providing Services for Students with Disability, there are four themes that need to be captured once discussing the quality inclusive education (Muskhanova et al, 2020;Reynaga-Peña et al, 2020). Those themes are curriculum, regulation and management, support system and collaboration.…”

Section: Introductionmentioning

confidence: 99%

Inclusive Education in Higher Education: The Perspective of Lecturer

Ashar,

Wijiastuti,

Ainin

et al. 2023

Journal of ICSAR

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This study examined lecturers' perspectives regarding the practice of inclusive education. The quantitative study design with survey was applied. Respondents were selected through purposive sampling technique. A total of 30 lecturers who teach students with disabilities from one university were selected to complete the online survey. The survey questions were developed based on the concept of inclusive education’s implementation that have gone through a validity and reliability testing. Data were analyzed using simple statistics by calculating the percentage. Findings on the curriculum show that the majority of lecturers support the adoption and flexibility on curriculum. Similarly, they support the regulation and management themes as well as the support system, albeit improvements are required. Meanwhile, on the collaboration theme, majority of them showed an optimistic responses. Findings from this should enforce the continuous improvement on inclusive education practice in higher education.

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Makerspaces for Inclusive Education

Cited by 7 publications

References 15 publications

Resourcefulness, narratives, and identity in science, technology, engineering, arts and mathematics education: A perspective of makerspaces for rural communities in Colombia

Resourcefulness, narratives, and identity in science, technology, engineering, arts and mathematics education: A perspective of makerspaces for rural communities in Colombia

Inclusão Tecnológica de Estudantes com Necessidades Específicas: um Relato de Experiência em Espaços Maker do Instituto Federal de Alagoas

Inclusive Education in Higher Education: The Perspective of Lecturer

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