This 60-minute Innovator Talk, titled Beyond the Norm: The Maker Space as a Sanctuary of Neurodivergence, is an exceptional proposal focused on leveraging technology for educational equity. The session will challenge the traditional classroom model, which often fails neurodivergent students, by arguing that the Maker Space is an inherently inclusive environment. The content will be structured around four pedagogical pillars that guide educators on how to adapt learning environments and design equitable experiences by transforming challenges like hyperfocus into powerful learning assets. The session's time allocation is organized as follows: 5 minutes for the Hook and Problem Statement, 15 minutes for analyzing the shift to student autonomy and ownership, 15 minutes for exploring multisensory design and sensory regulation, 10 minutes for the discussion on task-oriented collaboration, and a final 15 minutes dedicated to the action plan, audit checklist, and Q&A. Aligned strongly with the ISTE Designer and Facilitator standards, the talk inspires attendees to embrace neurodiversity as a source of cognitive strength while fulfilling the Transformational Learning Principles of Cultivating Belonging and Prioritizing Authentic Experiences.
"Session Outcomes"
After this session, participants will be able to complete the following:
-Identify the four key characteristics of the Maker Space environment that facilitate sensory regulation and deep cognitive engagement for neurodivergent learners.
-Analyze existing Maker Space activities and adapt them to maximize the channeling of hyperfocus and non-linear thinking into productive STEAM outcomes.
-Design equitable and sensory-friendly learning moments by leveraging tactile and multisensory experiences to make abstract concepts (like coding and engineering) concrete and accessible.
-Develop a clear framework for fostering self-regulation and autonomy in students by shifting the learning environment from rule-bound instruction to flexible, project-based design.
1. Rose, D. H., & Meyer, A. (2002). Teaching Every Student in the Digital Age: Universal Design for Learning. Alexandria, VA: ASCD.
2.Martinez, Sylvia Libow, & Stager, Gary. (2013). Invent To Learn: Making, Tinkering, and Education in the Digital Age. Constructing Modern Knowledge Press.
3. López-Garrido, E., et al. (2020). Maker culture as a catalyst for social-emotional and executive function development in students with autism spectrum disorder. Frontiers in Education.
4. Abreu, R. D. et al. (2016). Computational Thinking in the Maker Movement. Publicado en IEEE Global Engineering Education Conference (EDUCON).
5.Jensen, Eric P. (2005). Teaching with the Brain in Mind. ASCD.
6. Pashler, H., et al. (2008). Learning Styles: Concepts and Evidence. Psychological Science in the Public Interest.
7. Greenspan, Stanley I., & Wieder, Serena. (2006). Engaging Autism: Helping Children Relate, Communicate and Think with the DIR Floortime Approach. Da Capo Press.
8. Harkema, S., et al. (2019). Maker Education as a Tool to Support Executive Function Development in Elementary School. Journal of Pre-College Engineering Education Research.
9. Papert, Seymour. (1993). The Children's Machine: Rethinking School in the Age of the Computer.
10. Gee, James P. (2007). Good Video Games and Good Learning: Collected Essays on Video Games, Learning and Literacy. Peter Lang.
Live Polling/Feedback Platform: Attendees should be prepared to access a simple, web-based polling or feedback tool (such as Mentimeter, Slido, or a basic Google Form) via a QR code or direct URL provided on the screen. No prior account creation or software download will be required.
| Related exhibitors: | 3Doodler |
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