Pixel International Conferences

According to the report of the European Agency for Development in the Special Needs Education "Profile of inclusive teachers" in 2012, the inclusive teaching approaches are relevant for supporting better the students with special learning needs. In education, inclusive teaching and learning means that everyone is supposed to possess the same opportunity, without boundaries such as ethnicity, gender or disability. All students should feel valued, be able to mix and participate with all members of the group, and be in a safe and positive environment.
Currently, different pedagogical approaches are recognized as enhancers of social inclusion into the classroom, such as participated and collaborative methodology focused on the motivation improvement and emotional cognitive development through the use of different intelligences.
In this context, this paper describes two inclusive teaching and learning approaches which exploit the creativity and potentiality of use of the Arts for the STEM skill development. The first one aims to introduce the art-works in a defined pedagogical approach which follow the Singapore’s method structured into three phases (concrete, pictorial and abstract) for studying mathematics. It starts from a concrete phase in which students are called to make experience through the object manipulation up to reaching the abstract concept by recognizing and re-producing the mathematics formula studied through an art-work. In the second teaching approach the use of the art-works by the students is made through the development of mini-games settings and scenario. This last is a part of the project co-funded by European Commission under Eramus Plus programme.

Keywords: STEM, Learning by doing, Arts, Inclusive teaching;

References:

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