Education of Children With Disabilities in Nonformal Learning Environments: A Cross-Disciplinary Approach of Steam Education in a Technological Museum in Greece

Abstract

<p>In recent years there is an increasing interest about STEAM (Science, Technology, Engineering, Arts & Mathematics) model in education. STEAM is a cross-disciplinary approach which breaks down the barriers among disciplines, offers a dynamic character in teaching and sheds light on various aspects of the aforementioned parts of STEAM equation with multiple benefits for all children including those with disabilities. Furthermore, the increasing interest and the development of museum educational programs for school groups provide unique opportunities in STEAM education that are not available in schools. The museum as nonformal learning environment and its exhibits, the qualitative characteristics of learning and the wide range of the expected learning outcomes enrich the design and implementation of STEAM educational programs providing meaningful learning experiences for all children. The present paper refers to a cross-disciplinary approach which connects STEAM education, Museum Education and Special Education for the design and implementation of an educational program for a school group of children with disabilities. The educational program “Making mosaics with bricks and colors” was based on a. the STEAM approach, b. the characteristics of learning in the museum, c. the principles of Differentiated Instruction (DI) and Universal Design for Learning (UDL), and d. the unique characteristics of a thematic technological museum for the industrial heritage in Greece where the educational program took place. Based on the experience of the implementation of the educational program and the qualitative data of the evaluation of the program, it is argued that STEAM education as well as collaborations between different specialists and between schools and museums provides meaningful learning experiences to all children including those with disabilities.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0653/a.php" alt="Hit counter" /></p>

The Role of Museum Education in Raising Undergraduate Pre-service Teachers’ Disability Awareness: the Case of an Exhibition by Disabled Artists in Greece

“…However, the initiatives for art exhibitions of disabled artists within museums are not very common, especially in museums which are far from large urban centers. As for evaluation, despite the examples of other museums exhibitions" evaluation (Bounia, 2015) and educational programs for disabled peopleadults and children -(see, e.g., Emmanouil & Avgoulas, 2011;Kanari & Souliotou, 2020), in the case of disabled artists" exhibitions there is a lack of published evaluation studies about visitors" responses.…”

“…In this framework the necessity of changes, collaborations and synergies at different levels and settings of society, as for example education and cultural institutions (e.g., museums), is underlined by many policy makers, organizations, researchers, etc. (see, e.g., Ainscow, 2020;Coxall, 2006;Kanari & Souliotou, 2020;Spandagou, 2011;UNESCO, 2017). Undoubtedly education and learning as life time process and as a continuum in different contexts (Grajcevci & Shala, 2016) is a very powerful factor towards inclusion and equity (Ainscow, 2020;UNESCO, 2015).…”

“…Compared to structured formal standardized system of education (i.e., schools, universities), there is a lot of discussion about the context and the characteristics of learning in the museums which do not require specific qualifications, assessment according to external standards, etc. (Hein, 1998;Hooper-Greenhill, 2006Kanari & Souliotou, 2020). Based on criteria related to a. the organizational and administrative differences between formal structured education and other learning environments, as for example museums (Hein, 1998), b. the characteristics of learning in the museums which are more flexible, open, experiential and audience-centered, (Black, 2005(Black, , 2012Hein, 1998;Hooper-Greenhill, 2007), and c. the type of the activities and the target audiences within museums (Black, 2012;Hein, 1998;Hooper-Greenhill, 2007;McGhie, 2020), researchers of the museums" field adopt the terms "informal" and "nonformal" learning alternatively to describe different type of activities and characteristics of learning in the museum (see, e.g., Hein, 1998;Hooper-Greenhill, 2007;McGhie, 2020;Nikonanou, Bounia, Bennett & Kirwan, 2020).…”

“…The term "nonformal" is used within museums for planned activities out of formal educational settings (e.g., educational programs and visits of schools at museums), training events and courses for different target audiences, etc. (Eshach, 2007;Kanari & Souliotou, 2020;McGhie, 2020;Nikonanou et al, 2020;Vartiainen & Enkenberg, 2013).…”

Artbots in Special Education: Possible Applications and Benefits

“…STEAM is a promising field in Special Education with multiple benefits for children's individualised needs towards their learning and skills, in different educational settings and other learning contexts and environments, as for example special schools, inclusive educational settings, museums, science centres, etc (Kanari &Souliotou, 2020;Lu et al, 2022;Watson Institute, 2020).…”