The RoboSteamSen project (2023-1-ES01-KA220-SCH-000155379) is co-funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA).

RoboSTEAMSENProject

Typology
Technological, Methodological
Resource description
Our current society demands professionals with XXI century skills. STEAM disciplines have shown to be specially relevant to facilitate their acquisition. However in such disciplines inclusion of students with intellectual or developmental disabilities (IDD) is very difficult. RoboSTEAMSEN aims 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. The web page of the project with all the resources and tools, projects outcomes and project management tools is available at: https://robosteamsen.eu/
Sample of use in education with students with IDD
The resources have been used with students with ASD, ADHD and learning disabilities
Difficulties to which it could be applied
Social Communication Challenges
  • Cooperative Interaction
  • Adjusting behavior to suit various social contexts
  • Understanding social norms and rules
  • Understanding facial expressions or body language
  • Solitary Activities and Limited Engagement in meetings
  • Interaction with peers
  • Non-interactive play
  • Misinterpretation of social situations and intentions
  • Inappropriate social behavior
  • Sharing imaginative play
Repetitive Behaviors and Restricted Interests, Specialized Skills and Talents, Executive Functioning and Flexibility
  • Fixed Interest
Sensory Processing and Sensitivities
  • Sensory-perceptual self-stimulation behaviors
  • Sensory overload
  • Sensory Information Management
  • Hyporesponsiveness (se podria juntar con Hiper)
  • Hyper-responsiveness
  • Discomfort sensory-rich environments
  • Coordination and/or odd movements pattern
  • Atypical response to sensory stimuli
Repetitive Behaviors and Restricted Interests, Sensory Processing and Sensitivities
  • Specific sensory preferences
Learning and Cognitive Challenges
  • Multiple grammatical or punctuation errors
  • Difficulty in applying steps to solve maths problems
  • Difficulty identifying the correct operation to use
  • Trouble understanding math problems
  • Trouble recalling basic math facts or applying math rules in daily tasks
  • Difficulty grasping abstract concepts like fractions
  • Struggles with counting sequences (finger counting) and simple operations
  • Difficulty understanding place value
  • Written expression lacks clarity
  • Poor paragraph organization
  • Reading comprehension (sequence, relationship, inferences or deeper meanings)
  • Recognizing words that rhyme
  • add, omit or substitute vowels or consonants
  • Sounding out words
  • Frequently guesses words while reading
  • Inaccurate or slow and effortful reading
  • Difficulty connecting letters with the sounds
  • Reading, writing or maths challenges
  • Individualized learning strategies accommodations
  • Cognitive Abilities
Repetitive Behaviors and Restricted Interests, Specialized Skills and Talents
  • Memory and attention to detail
  • Intense focus
Social Communication Challenges, Emotional Regulation
  • Sharing of interests, emotions, or affect
Emotional Regulation, Social Communication Challenges
  • Limited language use
  • Use of nonverbal cues
  • Problems initiating and maintaining conversations
  • Pragmatic language skills
  • Literal interpretation of language and abstractions
  • Lack of answer
  • Delayed development or unusual speech patterns
  • Making/Keeping friends
  • Expressing Feelings
  • Eye contact during conversations
Executive Functioning and Flexibility
  • Stand up at the class
  • Short attention span
  • Seeing things from different perspectives
  • Managing transition and adaption to changes and new situations
  • Careless mistakes in schoolwork
  • Unable to play quietly
  • Forgetful or losing things
Emotional Regulation, Executive Functioning and Flexibility
  • Avoidance behavior or meltdowns
Emotional Regulation
  • Understanding Emotions
  • Regulating Emotions
  • Harmful activities
  • Anxiety
Executive Functioning and Flexibility, Repetitive Behaviors and Restricted Interests
  • Mental rigidity, need to follow routines
  • Talks excessively
  • Repetitive behavior
  • Impulsiveness
Repetitive Behaviors and Restricted Interests
  • Specialized skills or talents
  • Repetitive movements
Executive Functioning and Flexibility, Repetitive Behaviors and Restricted Interests, Specialized Skills and Talents
  • Intense attachment to objects or activities
Executive Functioning and Flexibility, Learning and Cognitive Challenges
  • Unability to stick to tedious tasks
  • Unability to follow instructions and rules
  • Time management
  • Sharing a common focus
  • Organization and planning of tasks and activities
  • Constant changing activity or task
Learning Objetives
  • Organization of space
  • Learning competences
  • Learning Engineering concepts
  • Learning Maths concepts
  • Learning Science concepts
  • Learning Technology concepts
  • Listening competences
  • Memory improvement
  • Organization of class structure
  • Learning breathing and relaxation techniques
  • Organization of time
  • Practical competences
  • Promote reading comprehension
  • Promote self-management
  • Promoting Flexibility and Adaptability
  • Regulating hyperactivity
  • Regulating impulsivity
  • Cognitive and Behavioral Flexibility
  • Learning Arts concepts
  • Improving Social Communication Skills
  • Improving metacognition (learning to learn)
  • Improving knowledge application
  • Improving Attention and focus
  • Improve Restricted Interests and Repetitive Behaviors
  • Facilitating Peer Interaction and Social Interaction Skills
  • Executive functions
  • Strategies for Effective Studying
  • Enhancing Sensory Regulation Strategies
  • Enhancing Language Skills
  • Engage in abstract thinking and Symbolic Though
  • Emphasize self-reliance
  • Distinguising Meaningful contents
  • Develop functional writing skills