The first priority selected is the main focus of this project. As will be seen in the following sections, most of the project development includes inclusive actions aimed at the visually impaired in general and particularly at the students with this disability. The methodology of service-learning used, guarantees greater involvement and social sensibilities of students in general. The project development will promote respect and cooperation with a disadvantaged social group. It is expected to record an extra motivation towards the learning of the proposed contents, since after achieving the planned objectives and the physical realization of the 3D objects, it will be clear the fulfilment of a service towards the community in general and towards the schoolmates visually impaired in particular. Likewise, the participating disabled students will benefit in two ways: on the one hand, the physical production of the printed objects will make easier their routines during the learning process, facilitating their mobility in the specific spaces, at the educational centre, ambulatory, etc. On the other hand, the inclusive aspect benefits by their active participation in the elaboration process. Both from the design phase and from the final phase of the quality evaluation of the elaborated objects, their contribution and comments are obviously key points to the success of their colleagues, empowering the visual impaired students, both in the process itself as well as in their everyday life. It is easy to think that disabled students will increase self-confidence as their decision and action skills are valued.
On the other hand, during the project development, the participating students are expected to acquire skills and competences related to 3D printing. Generally speaking, 3D printing is an avant-garde technology and it is widely accepted that, in the medium term, great needs of qualified personnel will be generated in this regard. The work opportunities of the project participants and, ultimately, of all the students influenced by the importance and sustainability of the project, will be favoured by learning the concepts and procedural techniques related to 3D design and printing. Likewise, the characteristics of 3D printing provide the space for the generation of small and medium-sized companies associated with this technology, which implies that their knowledge can be useful in boosting entrepreneurship and business initiative. The learning and use of the software associated with the design of 3D printed objects, as well as the previous planning process (information search, communication between participants from different countries, etc.), execution and final communication of the results obtained, requires the ICTs active application. This use will redound to the acquisition of digital skills, present throughout the process. Finally, the teachers training courses bound to the project, guarantee an improvement in the professional skills of the teachers involved. The acquired knowledge, both technical and methodological, imply a high quality training for teachers, with future vision. Intellectual products can be extrapolated and used in any other educational context, not only in a learning service or in an action with a marked inclusive character. 3D printing is already an educational reality that many teachers are actually facing to, from the theoretical ignorance of such a novel technology. The continuous training of the participating teachers, in the first instance, and of the teaching staff in general (thanks to the project sustainability), will improve their competences regarding the technologies related to the design and 3D printing. In addition, the introduction of service-learning methodologies will empower teachers to approach their classes from a perspective with a high social impact. In this project, it is only the group of visually impaired, but ultimately, the essence and purpose of service-learning methodology, will affect to all the participating teachers, enhancing their leadership and encouraging the application of such methodology in other profession colleagues.
1. CONSELLERfA DE EDUCACION, INVESTIGACION, CULTURA Y DEPORTE, Spain, VALENCIA
2. CENTRE OF EDUCATION AND REHABILITION FOR THE BLIND, Greece, ATHENS
3. BJONUSTU-OG BEKKINGARMIOSTOO FYRIRBLINDA SJONSKERTA OG DAUFBLINDA EINSTAKLINGA, Iceland, REYKJAVIK
4. MUNDO READER SL, Spain, Las Rozas de Madrid
5. INSTITUTO ENSENANZA SECUNDARIA CONSELLERIA, Spain, VALENCIA
6. IES BENLLIURE, Spain, VALENCIA
7. 3RD GYMNASIUM KIFISSIA, Greece, N. KIFISSIA
8. ELLINOAGLIKI AGOGI, Greece, MAROUSI
9. O DIMOTIKO SXOLEIO PEFKIS, Greece, ATHENS
Meeting in Iceland, Reykjavik
October 26 - 27, 2017
Contributions of new technologies to the methodological development of Service-learning oriented to visual impairment. Implications in inclusive education.