Teaching STEAM through universal design for learning in early years of primary education: Plugged-in and unplugged activities with emphasis on connectivism learning theory.

Abstract

This paper presents four teachers’ design and implementation of an international eTwinning project within the Universal Design Learning (UDL) framework and the pedagogical theory of connectivism, aiming to provide meaningful access to STEAM education for pupils with diverse learning needs by introducing them to key competences for lifelong learning. The results of the qualitative content analysis reveal the advantages of this effort, including the improvement of the learning process, learners' active participation, and self-reflection through student-based assessment, teachers' professional development, but also considerations regarding planning and specifying activities, class schedules, course load, and the creation of self- or peer-assessment rubrics.