Methodological Framework: arts-abled project

PR1.A2.- Work allocation and development of the framework

METHODOLOGICAL framework

How to connect arts and VET with SEN and DAS

START

INDEX

2. arts-abled: the project

1. Introduction to the framework

3. Bloom's taxonomy

6. Tips to put in practice art and VET activities with SEN and DAS students

5. The E-platform: objectives and information

4. The framework

The project "E-ducation platform and practices for specially arts-abled schools and families" is co-funded by the Erasmus+ programme of the European Union. The contents of this guide are the sole responsibility of DIDEAS and neither the European Commission nor the Spanish Service for the Internationalisation of Education (SEPIE) is responsible for any use that may be made of the information contained therein.

1. Introduction to the framework

Arts abled project wants to produce a multi-faceted/inter-disciplinary, bundle of practices and methodological approaches suitable and adaptable to all educative levels and processes. This approach will be produced thanks to the important contribution of different actors/organizations from all different sectors/fields closely related and of great importance for the school life and future careers of students/people with SEN (Special needs education). To this end the project will create a methodological framework & practices with the aiming to combine SEN with arts-activities. This effort will be supported and disseminate by an e-platform and a networking/support website for all the schools, teacher, and families of the pupils with SEN. In this sense, the benefits of using methodological frameworks are multiple: it can improve the consistency, robustness, and communication of project results, improve the quality of research, standardize approaches, and maximize the reliability of results. Also, this framework will guide the steps to apply and adapt all the theoretical/methodological aspects of the project into the real/practical world and to a digital, cooperative, supportive cyber-community.

1. Introduction to the framework

The methodological framework will explain the key aspects and contents to be developed as expected outcomes of the project. It includes the methodological approach to the systematization of the proposed activities, the main blocks of disabilities on which the project will focus (autism spectrum, Down syndrome, attention deficit and other mild mental disorders) and the type of artistic activities to be worked on (music, drawing, theater, dance, plastic arts, and vocational/employment training). It also contains the different domains that are explored through these artistic activities, such as psychomotor, affective, and cognitive. In addition, this framework will provide an overview of the explanation of the electronic platform and its functionality. It will also offer some tips on how to put in practice the activities and how to enhance the training of students with SEN.

2. Arts-abled: The Project

Arts abled is a holistic project combining the real-sphere practices & methodologies with an e-platform, a family support website, and a cyber-community for cooperation. The project aims to create a methodological framework & practices to combine and amalgamate pupil with SEN & DAS with arts-activities. For this purpose, several organizations have joined their efforts and expertise, specifically DIDEAS and DINSERTA from Spain, Associazione Let's Keep Learning Onlus from Italy, Baykus Sanat Ve Edebiyat Merkezi (Anamur Baykuş Sanat Kurs Eğitim Danışmanlık Medya Ticaret ve Sanayi Limited Company) and Anamur ilce Milli Egitim Mudurlugu from Turkey.The Arts abled project, based on a "holistic approach", emerged after assessing all the needs of the organizations involved, of their participants/pupils with SEN, and of the teachers, schools, and families of these participants/pupils. Activities will be planned to support students with DAS/SEN with the aim of completing their educational cycles and facilitating their transition to the labor market. We will also provide schools with innovative practices that provide their staff and students with new skills and competencies. The project wants to create a methodology, e-platform & website for strengthening all teaching professions, promoting social inclusion, reinforcing the development of key competences of people with SEN & DAS and empowering the teachers, schools, and families of students with SEN & DAS by an e-platform and innovative “cyber community” approach.

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2. Arts-abled: The Project

External objectives

Participant's objectives

General objectives

Focusing on external organisations

Focusing on target

Project objectives

Schools, teachers, pupils with SEN, families and caregivers are the target of the project, and will be the stakeholders most benefited of the Project results. Find here the objectives related with target.

Due to the holistic approach of the project, we intend that the expected results can reach different groups and institutes. Find here all the objectives for external organisations.

You can find here all the objectives of the project, regarding all the Project Results that the partnership is going to develop.

2. Arts-abled: The Project

In brief... Arts abled´s main objective is to develop new methods of education -against the other “exclusive inclusion practices and methods- by interconnecting arts, formal/informal educative methods, and innovative digital opportunities for students with SEN, their families, teachers, and school. The project aims to empower individuals/students with SEN, their families, teachers, and the schools that care for them, using highly innovative approaches and embracing all aspects of life, including the needs of improving working capacity of pupils with SEN.

3. BLOOM'S TAXONOMY

Benjamin Bloom and his friends had prepared a detailed framework for bringing the prior studies with their own studies together for categorizing the educational goals. Their book, Taxonomy of Educational Objectives, was published in 1956. The word Taxonomy can be understood as 'a set of classification principles' or may be accepted as a structure. Bloom’s Taxonomy has different classifications for learning stages beginning from just “remembering facts” going upwards to “creating new ideas” by somebody's own acquired knowledge. Bloom accepts that learning is a consecutive process. To apply any learnt knowledge in the real world there are different steps of learning people must climb. At the first step for understanding any knowledge, people must, first of all, remember the key facts and concepts related to that knowledge. After they understand the facts related to the knowledge they can go a few more steps forward and for example, they can apply a learnt concept in their real life activities. The first level of learning is “knowledge”. Following the first step, in the ordered way, “Comprehension”, “Application”, “Analysis”, “Synthesis” and “Evaluation” levels are located above each other. Each level above builds upon the one below, so in the learning process people can only move up this pyramid-like structure one step at a time.

3. BLOOM'S TAXONOMY

After it was developed in 1956, 45 years later, in 2001, a revision of this framework was developed by David Krathwohl and Anita Harrow in much the same manner as Bloom's framework. In the first form of the framework, Bloom was focusing on just the “cognitive domain”. In the revised 2001 edition of the framework the “affective domain” and “Psychomotor domain” were also encompassed as the other domains of learning. Bloom's Taxonomy underpins the well-known 'Knowledge, Attitude, Skills' structure of learning method and evaluation. The Taxonomy remains the most widely used system of its kind in almost all fields of education. It goes on providing all the scientists and educators a clear and effective model, for explanation and application of teaching/training methods and learning objectives. After the revised form of Bloom’s Taxonomy, learning domains have been accepted as three: Cognitive, Affective, and Psychomotor domains.

3. BLOOM'S TAXONOMY

4. THE FRAMEWORK

Our framework is developed as an amalgamation of art education/activities with special needs education. We will bring together and transform the basic principles of classical educational approaches like Bloom's Taxonomy and special needs education and art education into applicable/practical forms. We want to integrate our framework with our practices that will be held in classes, schools and with our project activities that will be realized by our partner organizations. The basic objective of our framework is to amalgamate/intermixture art activities & education of pupils with SEN in-school program. We will develop a bulk of amalgamated arts & SEN activities by counter-mixing both sides of these fields within the same classes by at least two teachers from both areas -ie. art and special needs-. One teacher as a SEN teacher and one teacher/artist as a art teacher/artist will be entering in the same class and having the activities realized together. There will be two teachers/trainers in the same class and both of them will educate the same group of pupils with disabilities/special needs. We want to obtain an interdisciplinary/multi methodological bulk of practices and apply our framework in real world activities. We want to accumulate our experiences of that dual educative activities and framework and also we want the end-results to be integrated into educative programs and practices in all our partner organizations and other organizations that work in the education field. “Vocational education” and employment dimension will also be added into our framework and practices in the second half of our project.

4. THE FRAMEWORK

Our framework and the practices are going to be based on scientific educational approaches especially on Bloom's Taxonomy and the real-life experiences of our art and special needs teachers. The teachers will have the basic conceptualizations and explanation of the framework and all the tables of Bloom's revised taxonomy arranged and summarized for their application and evaluation of their students in accordance with the 3 domains of the Taxonomy. They will also have an activity plan to follow in their activities. They will continuously observe their students in their lessons by using that plan and throughout all the process the project and its activities goe on they will go on observing their pupils by using our framework. At the end of the activities and usage of our framework in long term applications, we will obtain an accumulation of theoretical and practical knowledge for amalgamation methods of art & special needs education. Some exemplary ones from among all these activities will be uploaded and explained into appropriate categories of our e-platform. The framework we will develop will become the basis of our practical applications and our e-platform, and adaptation of that framework into appropriate format for the families and for usage at home after school will also become a basic auxiliary for us in developing our networking website for families/care-givers.

4. THE FRAMEWORK

When the art and special needs education teachers begin their activities they will have the translated form of Taxonomy, our framework and activity plans in their hands. The activity plans will be consisting of parts/titles as follows:

At the end of the activity

During the activity

Beginning

4. THE FRAMEWORK

4.3

4.1

Fields included in the Framework

Aim of the Framework

4.4

4.2

Domains included in the Framework

Functional diversities included in the Framework

4.1. Aim of the Framework

In order to develop this framework, it is necessary to establish guidelines on what is understood by disability and special education needs. In the first case, both the International Classification of Functioning, Disability and Health (2001) and the United Nations Convention on the Rights of Persons with Disabilities (2006) consider disability to be the result of complex interactions between health conditions and the individual's physical and social environment and attitude that hinder full and active participation in society. Traditionally, people with disabilities have been viewed or treated through a medical lens, where disability has been seen as closely equated with an individual's state of health, impairment, or limited capacity. However, this overly medical view does not encompass the social factors, discrimination, prejudice, and lack of opportunity, which impede full participation and contribute to the overall experience of disability. In this way it is understood that disability is also a social issue and, if approached in this way, society can provide opportunities for people with disabilities to exercise their rights on an equal basis with other individuals (Groce, 2009).

According to UNICEF, an estimated of 240 million children worldwide have been diagnosed with some form of disability (UNICEF, 2021). In addition, they are more than 49% likely to have never attended school (UNICEF, 2021) which deprives them of the right to a better life. Legally, schools must provide appropriate support for children and young people with SEN where they must ensure that discrimination on the grounds of gender, race or disability is eliminated. If a child or young person has a learning difficulty or disability that requires additional support, special educational provision must be made available. This framework aims to form part of the SEN provision available to teachers, students with SEN and families understood as a set of resources and strategies, which are made available with the aim of contributing to the learning process and working capacity of students with SEN. In this sense, the approach of the proposal aims to constitute an amalgam between the academic base, on the one hand, and the development of basic life and social skills on the other, depending on the individual needs of the pupils.

4.1. Aim of the Framework

According to Bianquin and Bulgarelli, disability should not be perceived as a fixed concept. For them this condition depends strictly on the one hand on the impairment, and on the other hand on contextual factors, understood as the characteristics of the environment (social attitudes, architectural features, social and legal structures) to which are added personal characteristics (gender, age, coping styles, social background, education, profession, past and current experience, temperament). As soon as this encounter between the person's functioning and the environment is not balanced, it can lead to activity limitation and restricted participation (Bianquin & Bulgarelli, 2017). On the other hand, the understanding of Special educational needs (SEN) varies greatly from one country to another, as it involves conceptualizations specific to the legislation of each territory. Some nations define SEN through the general definition of children with disabilities, while others have more than 10 different categories for students with SEN. However, the diversity in national definitions does not preclude the establishment of an adapted and flexible general conceptualization. In general, it is recognized that a child has special educational needs if he or she is not able to benefit from the school education made generally available for children of the same age without additional support or adaptations in the content of studies. Therefore, SEN can cover a range of needs including physical or mental disabilities, and cognition or educational impairments (OECD, 2012).

4.1. Aim of the Framework

Children with special needs require additional support because, like other children, they need help to learn, and they attend schools for all kinds of care. The problems faced by young people with SEN or disabilities affect their ability to learn from their peers and to assimilate the academic curriculum. These problems include:

The UNESCO define Special needs education as a kind of “education designed to facilitate learning by individuals who, for a wide variety of reasons, require additional support and adaptive pedagogical methods in order to participate and meet learning objectives in an education program. Reasons may include (but are not limited to) disadvantages in physical, behavioral, intellectual, emotional, and social capacities. Education programs in special needs education may follow a similar curriculum as that offered in the parallel regular education system, but they take individual needs into account by providing specific resources (e.g. specially-trained personnel, equipment or space) and, if appropriate, modified educational content or learning objectives. These programs can be offered to individual students within already-existing education programs or as a separate class in the same or separate educational institutions” (UNESCO, 2012).

4.1. Aim of the Framework

This methodological framework is focused on the interconnection between arts & SEN as a source of inclusion, empowerment and learning for pupils with SEN. The framework will provide different arts- activities to work different aspect of the social and academic life of students with disabilities. It uses art as a vehicle thanks to its potential for learning, for example:

• Building fine motor and problem-solving skills
• Enhancing communication and expression
• Promoting self-esteem and motivation to succeed.

Special education is replete with data and goals; the "extras," such as fine or performing arts, often fall by the wayside in the pursuit of those goals. Increasingly, however, the role of art is being recognized as a teaching medium for education, especially for students with SEN. For example, there are cases students with speech disorder who can sing before they learn to talk. Science, math, and other academic subjects can be made more accessible through drawing, painting, sculpting and mixed media. This represents only the beginning. Arts may offer an important strategy to develop skills and knowledge for students in special education. Different research and studies have shown that using the arts as a teaching tool enhances students' performance in all subjects, as well as social and adaptive skills. This is largely related to the multisensory nature of the arts that favor memory and cognition when content is combined with color coding, movement, rhythm, sound phrases, textures, and other sensory inputs.

4.1. Aim of the Framework

Important points for planning inclusive art classes include the following.

• Providing opportunities for pupils to use their senses
• Using a wide range of activities/materials
• Helping pupils to manage their behavior by setting clear expectations and encouraging their participation in practical work that ensures success

• Encouraging a sense of achievement
• Recognizing and celebrating all progress

An essential element in the use of art as a pedagogical and inclusive tool is the establishment of a degree of uncertainty, i.e. an opportunity for learners to discover for themselves the potential of materials and processes within a carefully structured and safe environment. This methodological framework will serve as a reference for the creation of the electronic platform that will include practices and activities adaptable to all educational levels, designed under this approach by the organizations involved in the project. For this purpose, we will rely on the structure proposed by Bloom's Taxonomy, an essential tool for the systematization and organization of the knowledge to be shared, as well as for its intersectionality and integration with the different learning processes.

4.2. Functional diversities included in the Framework

The concept of “Functional diversity” (FD) depicts special needs, disabilities, impairments and handicaps – thus physical, intellectual, and behavioural constituents - in functionally diverse people. It began to be used in Spain in scientific writing, following the initiative of people directly concerned, in 2005. Today, this term is more and more used within social and educational contexts with the purpose of generating better relations between people by reducing boundaries and distinctions. Today’s classrooms across schools, in Europe and beyond, are increasingly diverse. Teacher training programs and schools are making efforts to enhance teacher knowledge in regards to this cultural and functional diversity, leveraging on old and new techniques affecting students’ performance and improve classroom practice towards the development of more and more inclusive settings. In the frame of the “Arts-Abled” e-platform, a number of specific learning disabilities will be treated, namely intellectual affections, such as autism, Down’s syndrome, attention deficit and other mild mental affections. These are outlined in the Framework’s context through the outline of their main characteristics.

4.2. Functional diversities included in the Framework

Down Syndrome

Autism spectrum

Other (mild) mental health disorders

Attention Deficit

4.3. Fields included in the Framework

The learners/students with special needs usually learn in different ways. To provide them more effective and efficient teaching & learning opportunities mostly their teachers/educators need a differentiated, individualized education program regarding their developmental characteristics. In special education, arts has a very important role for creating new opportunities and providing the learners with special needs new learning methods. Amalgamation of special needs education and arts education can open very important, new channels for us to achieve to support the improvement of these learners in all fields like cognitive, motor skills, social, behavioral and daily life areas. The duality of our educational framework and activities -art & special education- will contribute to all the teachers, families and especially the learners with special needs themselves for developing their identity, increasing confidence and courage, gaining sense of achievement, integrating into daily social life, developing eye-hand- brain coordination, improving and regulating emotional structure and of course, developing aesthetic inclination. Artistic activities for children with special needs can facilitate their learning since these activities are visually supported. For many years, it has been accepted that arts education is an alternative and mostly the best way for supporting all the learners with special needs, especially providing them new ways to gain necessary skills for being able to live independently.

4.3. Fields included in the Framework

Positive impacts on development of motor skills, communication skills and development of visual perception of individuals with special needs can be counted as a few examples of the probable success of the amalgamation of art & special education. In teaching arts to individuals, especially to the learners with special needs, performance of the student is determined in relation to artistic development and education at first and then appropriate methods and material are developed. Goals and objectives are targeted and students are expected to develop these determined skills. More importantly, individuals with special needs might use arts lecture to express their internal worlds. Since different materials and methods are used in art activities, attendance and interest in arts lecture increase. All the learners with disabilities can express themselves better through these different materials and methods, because they can make associations between their physical and other characteristics in art activities. Individuals with special needs and disabilities can improve their creativity by arts education. They can become competent in adaptive skills and behaviors; gain basic work skills and routines; use various materials in appropriate and economic ways; find appropriate solutions for problems they encounter during daily life. These individuals can develop their pleasures related with shape, color and work through benefitting from natural beauties of the environment; externalize their thoughts and emotions through arts, shape and model. In addition, arts actually contain social integration, love and hope within itself and these elements help individuals with special needs to cope with difficulties and learn to adapt to their lives in a functional way. Although we know that all fields of art are very useful for our learners with special needs; in our framework and our project we tried to select the most useful and easy to apply fields of art for our activities we will realize with the participants with special needs.

4.3. Fields included in the Framework

We chose four areas as our main art-fields and also the vocational training field that will be given priority in our activities as follows:

• Music
• Drawing
• Performing arts (theater, dance, plastic arts, etc.)
• Vocational training/employment

Drawings of learners with disabilities are indicators of physical, mental, psychological, social, linear and creative developments and aspects of their lives. In parallel with their physical and cognitive development, various developments can be observed more easily in artistic activities as well. Drawings of individuals with special needs systematically follow a development from simple to complex and this is a natural consequence of linear development. This linear development can be evaluated, followed and observed more easily as a continuous process following a pattern with transitions in which the transitions are gradual and progressive. In a drawing of an individual with special needs, lack of planning and vision might be observed. Individuals with special needs usually make scribbles instead of drawing shapes and involving details. For example, when we tell them to draw a human picture, they draw lines but they sometimes ignore details such as eyes, mouth and nose. They sometimes tend to draw shapes inversely. We can see trees inversely drawn in their drawings. So, arts education but especially drawing, has been accepted as a primary and beneficial activity for students with special needs, and also one of the best ways of following, observing and evaluating their changes in terms of their social and emotional development.

4.3. Fields included in the Framework

The other fields of art we chose, music, performing arts (theater, dance, plastic arts, etc.) and dance have been put as mandatory in daily education programs for individuals with disabilities and especially with autism spectrum disorder in many countries, because of their positive therapeutic impacts on these people. Music and performing arts (theater, dance, plastic arts, etc.) have a very crucial role for learners with special needs especially in terms of their implications for both verbal and nonverbal communication. All the learners in our target group -ie. The individuals with disabilities reported that they feel more happy and relaxed about these fields since they make it easier for them to adapt to group-works, school life and all the fields of social life. The reason why we chose the vocational training activities to include into our project and activities is obvious. Because it is an undeniable fact that all the individuals with disabilities need support in this field. To live an independent life, to earn their living by themselves is one of the most difficult aspects of the lives of these people after they finish their schools. None of the families of the learners/students with disabilities has the comfort to believe that their children will have a job and the opportunity to live on their own. All the families somehow have anxiety about the future employment of their children.

4.3. Fields included in the Framework

The main benefits that we will obtain by choosing these fields for our framework and for our project can be summarized and given in a more comprehensible way as follows:

step 1

Imagination Dimension

Cooperative Dimension

Risk-Taking Dimension

Expression Dimension

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4.4. Domains included in the Framework

The word “Domain” borrowed from the book, Taxonomy of Educational Objectives, in fact simply means category. The teachers working in the schools with the children and youngsters and also all the educators in any field of education who work with other learners definitely know that different learners/students have different ways of learning. They always try to approach their learners with different teaching methods that emphasize each student’s distinctive character and learning style. However, it is impossible for all the educators/teachers to develop their own teaching methods according to all of their students by themselves. So there had arised a very important need to develop a more holistic approach to learning approaches and a need to create a general set of conceptualizations that bring different teaching methodologies and learner abilities together and summarizes the methods for teaching. Development of different domains of learning were, in fact, a response to these needs. Bloom's revised Taxonomy model has three main interconnected learning areas and they can be evaluated as 'overlapping domains':

Cognitive

01

02

Affective

Psychomotor

03

4.4. Domains included in the Framework

vThere are different stages of each domain that learners can process information and develop their skills. The stages can be summarized in the ordered form as follows:

1. Cognitive Domain: Remembering, Understanding, Applying, Analyzing, Evaluating, Creating
2. Affective Domain: Receiving, Responding, Valuing, Organization, Characterization
3. Psychomotor Domain: Perception, Set, Guided response, Mechanism, Complex overt response, Adaptation, Origination

Any holistic and effective activity developed by an educator requires the inclusion/aiming of all the three domains in constructing learning tasks for students. A comparatively well – rounded learning experience can be attained by planning activities that include a diversity in these learning domains. All the learners, especially the ones with special needs, can create more neural networks and pathways by exploiting the diversity and by recollecting the information and events. Here it is worth noting that our framework and project activities will provide all the learners a much more increased level of diversity by intermixturing and exploiting all the beneficial implications of art & special needs education.

Cognitive

DOMAINS

Affective

Psychomotor

4.4. Domains included in the Framework

These domains and Taxonomy's matrix structure will enable us an easy way to follow a checklist and a useful pre-given template in the process of construction of our activities and designing of our art & SNE amalgamation activity plans. The teachers/educators will continuously observe the learners/students within the eye-glasses provided to them by the our framework and the domains taken from Bloom's Taxonomy. All the educators who are going to have activities in the art & SNE groups will continuously follow each domain of learning in every phase of the activities. They will check, control by the help of the activity plans in their hand and the implications of the verbs of the aimed stages of the domains they will choose in accordance with the capacity or disability type of their learners and the phases of the art & SNE (Special Need Education) activity they are realizing. (All the details of learning domains and also the verbs which implies the assessment and evaluation of the success of every stage in these learning domains are prepared as a separate file other than this file prepared just for the methodological framework and distributed to the teachers.)

5. The E-platform: objectives and information

In this E-platform we will integrate the activities and practices, that will be held in activity places/classes, into the methodological framework. The idea is to create a web page to host two project tools in such a way that they coexist organically on the website: the methodological framework and the support website. In this sense, this E-platform will allow to upload the methodological framework, practices and lessons and preserving them as an open source to permit access of everybody. On the other hand, it will also include a support website that will serve as a source of useful information for families of pupils with SEN. It will contain adapted “usable/applicable-at-home-formats” of the project practices, activities, and methods. In addition, this website will create a cyber-community to foster networking with the aim of becoming an area of mutual cooperation of all families, teachers of students with SEN. There are many of e-platforms, websites or methodologies that target the educational issues of "normal" students or students with "disabilities". However, a space that combines real-world practices and methodologies with an electronic platform, a family support website and a cyber-community for cooperation is required to provide an integral approach to the topic.

5. The E-platform: objectives and information

In addition, by being able to access activities and content adapted for working with SEN pupils through art, all participating groups will be able to share/get cooperative support from trainers/teachers and each other. Similarly, parents will be able to easily contact other families as well as teachers/schools and get their support. There will be a “networking space” for families of our pupils with disabilities. The electronic platform will be English based, but it will be also translated in the native language of each partner organization by using automatic tools in the native languages of each partner organization. Users will be able to create their own account with their own profile and password. They will be capable to choose the language of his/her preference and will be redirected to a screen with two possibilities: one to see the practices developed by the project and another one to upload and share his/her own activities in a collaborative way (this possibility allows people interested in the sector to share their own experiences). It will be necessary to create a template to standardize and share the practices on the electronic platform.

The ways for the "networking" of families will be established. The systems of comments, counter-comments, mutual exchange of different SEN groups will be supported by a content sharing space through a collaborative blog. Also, in the "Members" section of the e-platform, users can view and follow the profile of each member who has joined the platform. It is possible to make groups and categories to guide families through interesting and useful topics for them. In addition, families will be able to create their own groups. There are many e-platforms, websites or methodologies aiming educational issues of "normal" students or students with "disabilities". However, there seems to be no such a HOLISTIC project combining all real-sphere practices & methodologies with an e-platform, a website & cyber-community. This E-platform is also innovative in the sense that, we will apply and adapt all theoretical aspects of the project into the real practical world & to a digital, cooperative, supportive cyber-community. This implies that we will try to "bring to life" the proposed methodologies and practices in the spheres of everyday life and cyberspace.

6. Tips to put in practice art and VET activities with SEN and DAS students

The 17 Sustainable Development Goals adopted by world leaders at the United Nations in 2015 provide a blueprint for addressing the major challenges facing the world, including inequality. Sustainable Development Goal 4 (SDG 4) focuses on ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all, as the foundation for improving people’s lives and reducing inequalities. The specific targets for SDG 4 refer to the need to ensure “equal access to all levels of education and vocational training” for persons with disabilities and building and upgrading education facilities that are disability sensitive and that provide “inclusive and effective learning environments for all.” The achievement of those targets represents a shared responsibility of Member states, institutions, stakeholders and citizens. In the next page, a number of tips on how to practice activities and how to improve training for learners with educational difficulties and/or disabilities, are provided.

6. Tips to put in practice art and VET activities with SEN and DAS students

Tips for working with pupils with autism

Tips for working with pupils with Down syndrome

Tips for working with pupils with ADHD

References

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References

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CONTACT

arts-abled Partnership

This Framework was produced as result of the project "E-ducation platform and practices for specially arts-abled schools and families" number 2021-1-ES01-KA220-SCH-00027905 and the European Comission is not responsible of the contents and opinions of authors