Edukacja włączająca w działaniu: nauczanie poznawczo-haptyczne w systemie VET

The In-Haptic project addresses the urgent need for innovative teaching methods and tools for students with learning disabilities in vocational education and training, capitalizing on the untapped...

The project aimed to develop and transfer innovative teaching approaches and tools for VET teachers and trainers to support students with learning difficulties, leveraging the potential of haptic training, which had not yet been applied to the VET system. It sought to create Cognitive-Haptic Learning paths, integrating pedagogical models and cognitive strategies based on tactile experiences, resulting in the INHaptic-VET Handbook for students with sensory disabilities and learning disorders. Additionally, the project developed the In-Haptic App, a digital tool incorporating video, audio, and tactile tracks to enhance learning through touch devices equipped with haptic-vibrational components, ASMR, and binaural acoustics. It also identified and described the VET Teacher Competency Profile, outlining instructional methods and tools for inclusive learning. Moreover, it trained teachers and support staff to design and implement digital tactile experiences, particularly benefiting visually impaired, blind, and neurodivergent students. Lastly, it introduced a performance-based assessment framework to validate teachers’ competencies in delivering high-quality, inclusive education.

The project implemented a structured set of activities to ensure the achievement of its objectives, covering management, monitoring, risk management, and result production. Project management activities included financial and administrative coordination, partnership meetings, and periodic reports. Monitoring and evaluation were carried out through a dedicated committee, a quality plan, and qualitative-quantitative assessments. A Risk Management Plan was developed to address potential issues and conflicts. Research activities involved bibliographic studies, surveys, focus groups, data collection via CAWI, and data analysis. The project also identified, validated, and certified non-formal and informal skills based on ECVET. A job analysis was conducted to define the VET teacher and trainer profile using Haptic-based inclusive methodologies. Training programs were developed based on beneficiaries’ needs, and open educational resources were produced. Competence evaluation was conducted through Performance-Based Competence Analysis, and a virtual 'Social Challenge' space was created to foster collaboration and best practice sharing.

The project produced several concrete outputs and results that contributed to the innovation and inclusivity of the VET system. It developed the IN-Haptic-VET Handbook, detailing pedagogical models and cognitive learning strategies for students with sensory and learning disabilities. The In-Haptic App was created to design training content incorporating tactile experiences, enhancing accessibility. The Competence Profile and Training Curriculum for the “VET IN-Haptic Expert” were established, providing structured training for VET teachers and trainers. A Competence Validation Tool was implemented to assess and certify professionals using haptic-based teaching. Research activities resulted in structured surveys, CAWI questionnaires, and literature reviews supporting best practices in haptic feedback for education. Dissemination efforts included internal and external communication plans, stakeholder committees, mailing lists, and media documentation. The project also organized workshops, focus groups, and a final conference, fostering collaboration. Non-tangible results included enhanced pedagogical skills, improved training quality, and greater recognition of inclusive teaching practices in VET.