Inclusivity
Incorporating children with special needs into projects, including biological ones, is vital not only for fostering inclusivity and promoting equality but also for harnessing their unique perspectives to drive innovation and problem-solving. This approach prepares all students for future workplaces emphasizing collaboration with diverse abilities, breaks down stigmas, and contributes to a more empathetic and understanding society, ultimately benefiting everyone. Our team’s goal was to approach inclusivity in a unique way.
During the entire academic year 2022-23 and our preparation for participation in Igem 2023, we collaborated with the Center for Creative Activities for Children and Persons with Special Abilities (CCAC PSA) "PROSVASI" Metamorfosi, where we were given the opportunity to organize 2 cycles of seminars, addressed to Children and Persons with Special Abilities. Our initiative to organize the seminars became a reality with the valuable help of the scientific director of CACC, Ms. Irene Chaidi.
Eirini-Antonia Chaidi is a special educator, PhD candidate at the University of Thessaly, the Department of Special Education, the National Centre for Scientific Research "Demokritos" and the University of Westminster.
Today she works as scientific coordinator of CCAC PSA “PROSVASI” Metamorfosi.
She has a consistent presence in international conferences with presentations. She has published her studies in Greek and international scientific journals and books, in some of which she is also a reviewer.
Her research interests focus on Autism Spectrum Disorder and the use of New Technologies in Special Education such as: a) ICT in Education for people with autism and intellectual disabilities b) Differentiated Teaching, c) ICT and Innovation in Education, d) Digital Storytelling, e) Co-education of people with Special Needs in General Education f) Elaboration of Innovative Programs at National and European level.
She has experience in conducting seminars as you have collaborated with Universities, CE-LLC, as well as educational organizations.
Before we got started with the organization of the seminar, We carefully studied one of Ms. Chaidi's articles on Special Education and Coeducation.
Special Education
"Special Education is the set of educational services provided to pupils with disabilities and identified special educational needs or to pupils with special educational needs" as an integral part of compulsory and free public education of all ages and for all stages and educational levels with the aim of safeguarding and providing all citizens with disabilities and identified special educational needs, equal opportunities for full participation and contribution to society, independent living, economic self-sufficiency and autonomy, with full guarantee of their rights to education and social and professional integration", as equal members of a well-governed state. The purpose of the Special Education, through an educational approach with specially designed programs, adapted to the particularities, characteristics, abilities and disadvantages of children, is:
a) the all-round and harmonious development of pupils' personality,
(b) improving and exploiting their potential and skills;
(c) integration into the education system, social and working life in accordance with their abilities;
e) the full accessibility of people with disabilities, following the principles governing "Design for All", to all infrastructure (building, logistics), services and goods they offer, as it is mandatory both in the design of educational programs and educational material and in the selection of all kinds of equipment (conventional and electronic), the building infrastructure, but also during the development of all policies and procedures of SMEAE (Special Education School Units) and KESYs (Educational and Counseling Support Centers). Students with special educational needs are those who present: - intellectual disability, -sensory impairments of vision and hearing - motor disabilities, - chronic health problems, incurable diseases, - speech and language disorders, - specific learning difficulties (dyslexia, dysgraphia, dyscalculia, illegibility, dysspelling), - attention deficit syndrome with or without hyperactivity, (ADHD) - pervasive developmental disorders (autism spectrum), mental disorders and multiple disabilities.
Eirini Chaidi
Inclusive Education
In Greece of the 21st century, the goal of Special Education is inclusion, or "Inclusive Education" or "Education of non-exclusion", a term that occupies more and more space in everyone's perception, representing the acceptance of ALL and supporting ONE SCHOOL FOR ALL.
- In Greece of the 21st century, the goal of Special Education is inclusion, or "Inclusive Education" or
"Education of non-exclusion", a term that occupies more and more space in everyone's perception,
representing the acceptance of ALL and supporting ONE SCHOOL FOR ALL.
- Every child has the basic right to education, regardless of gender, color, language, religion, nationality, mental and physical ability.
- Each child has unique characteristics, interests, abilities, peculiarities and learning needs. It is a unique entity.
- During the educational process, the necessary adjustments should be made according to the particularities of the students
- Children with special educational needs should have access to general education, a school FOR ALL as the most effective response to the differentiation and isolation of children with special needs from ordinary educational processes.
- Special needs do NOT refer exclusively to disability
- Co-education means EQUAL EDUCATION OF THE ENTIRE STUDENT POPULATION WITHOUT DISCRIMINATION.
- Co-education means that the teacher in charge of the general school classroom DIFFERENTIATES THE EDUCATIONAL PROGRAM SO THAT IT ADDRESSES THE ABILITIES OF EACH STUDENT and NOT to be "made" by the special educator for each student with special needs in general education schools.
SO WHAT?
Eirini Chaidi
After understanding the high importance of Inclusive Education, we proceeded to design the program of the seminar.
Seminar program:
1st round "Learn and Create Synthetic Biology"
| Date | Time | Actions |
| December 19 | 16:00 | Questions about Biology and Presentation of M.ER.CURE 2.0 project |
| January 16 | 16:00 | Explaining the project in detail and concepts of Biology |
| February 13 | 16:00 | 16:00 |
| February 20 | 16:00 | 16:00 |
| March 13 | 16:00 | 16:00 |
1st round "Learn and Create Synthetic Biology"
| Date | Time | Actions |
| May 22 | 17:00 | DNA model out of straws and plasticine |
| June 13 | 17:00 | Making the Biology art with drawings and clay |
| September 11 | 17:00 | Cherry jelly in petri dishes |
| September 20 | 17:00 | Isolating DNA from bananas and chemical reactions |
| October 3 | 17:00 | Wash the hands right |
The first round entitled "Learn and Create Synthetic Biology" started in December. The children who would attend this round of seminars would acquire knowledge related to Biology, Synthetic Biology, M.ER.CURE 2.0 project and iGEM.
On December 19, we visited the center for the first time and saw the happiness of the children on their faces. After introducing ourselves, we asked them various questions about Biology. Then we presented them our research project, M.ER.CURE 2.0. The next meeting was on January 16 as we wanted to give them time to reflect.
On the 16th, we explained our project in detail to them and then taught them basic concepts in Biology, such as what DNA is, what makes it so important, how it is passed from generation to generation, etc.
On February 13th, we took it a step further, after they understood general concepts of Biology, we talked to them about Synthetic Biology and how important is the connecting with our research project. For the children it was something unprecedented because no one had ever talked to them about what we told them.
On February 20th we incorporated Biology into everyday life examples by showing pictures to make the concepts easier to understand and make the tutorial more interactive.
Finally, on March 13, we asked them to draw for us how they see Biology from their own perspective. The drawings they made were a pleasant surprise for us.
At the end of the round, children were awarded certificates of attendance.
The second round of seminars entitled "Shaping Biology" was mainly artistic. The participants would have the chance to deepen the knowledge they gained from the first cycle, through crafts and specially designed experiments.
On May 22 we made a DNA model with straws and plasticine. This activity is demonstrably helpful in occupational therapy.
On June 13th we continued, we made Biology art with drawings and clay. It was beautiful because the children recognized their talents.
On September 11th we talked to them about the nutrients, their usefulness and we all together put cherry jelly in petri dishes so they could understand more about what they look like.
On September 20th we did various experimental demonstrations, such as isolating DNA from bananas. Additionally, we talked to them about chemical reactions and showed them a neutralization reaction with vinegar and soda. Their enthusiasm in producing foam was a unique feeling.
On the last day, October 3rd, we closed the series of seminars with a particularly daring activity. We talked to them about how we should wash our hands properly and how many microbes there are on their hands. Then we said them to touch inside the plates we had brought and then we left the plates to incubate at room temperature (after three days the people informed us that there were indeed colonies on the plates). Before we left, we summarized what we had learned and thanked them for their attention.
At the end of the cycle, children were awarded certificates of attendance.
Ms. Eirini Chaidi, writes in the newspaper "Amarysia":
PatrasBio iGEM collaborated with the Center for Creative Activities for Children and Persons with Special Abilities (CCAC PSA) "PROSVASI" – Metamorfosi-Lykovrisi-Pefki and the results were extremely encouraging. The CCAC participants, people with autism and intellectual disabilities, showed interest in the experiments conducted and the work that followed, confirming once again the theory: that EXPERIENTIAL LEARNING is an effective learning process of approaching knowledge.
We can unequivocally say that this experience was very special for us, and we hope that expect for knowledge about Βiology, we also passed on the message: "We are all different, but we are all equal".