 Okay, so, sorry everyone and hello again, thank you for participating in this webinar offered by the European School Education Platform, the European Commission's platform that brings together all the stakeholders of the educational sector. So today you will get an insight on the project SKATE, which is a project about the use of technology in inclusive early childhood education. And I would like to introduce you our speakers. So Dr. Xanthippe Aristidu, or Xanthia, she's a senior project manager at the CARDET and research associate at the European University of Cyprus. Her research interests include many educational fields, such as multicultural education, inclusive education and early childhood education. And our second speaker is Dr. Katerina Mavru, she's an associate professor also at the European University of Cyprus. Her research interests focus on the different fields of education with the focus on the use of assistive technology for inclusive education. Also before I give the floor to our speakers, I would like to remind you that you can use the chat to post any questions or thoughts. And moreover, at the end of the webinar, we will serve with you a five minute feedback survey. Your opinion and your comments are always welcomed and much appreciated. So please take some time after the webinar to fill in the survey. So Xanthia, the floor is yours now. Hi, Maria Elena. Hi to everyone. Thank you so much for participating in this webinar. Give me a second to share my presentation. When you see the presentation. Yes, Xanthia, it's. Yes, yes, we can see it perfectly. OK. So hello, everyone. My name is Xanthia Ristido and also Maria Elena mentioned at the beginning I'm a research fellow and currently working at the Project Skate, which is an Erasmus Plus program at the European University of Cyprus. In this presentation, you can call it Katerina Mavru. We will talk about the ways of empowering early childhood education teachers for inclusive tech driven education. It is also important to highlight here that the work presented in this webinar is the outcome of a collaboration between all the partners involved in the Project Skate. So in today's seminar, we will mention we will provide a brief description of two part one. We will provide the background and rationale providing also an introduction to the Skate project and looking at projects aims and activities. In this part, we will also discuss the importance of using information and communications technologies and assistive technology in early childhood education and care while explaining first what is ICTAT in brief and why teachers need to be trained on how to incorporate ICTAT in their teaching practices. In part two, we have practical implications, looking at inclusive pedagogies and approaches as well as how teachers can design their lessons with the use of ICTAT. So let's start first with introduction to the project. First, we need to clarify what is Skate? What does Skate means? Skate stands for skills and knowledge on assistive technology in early childhood inclusive education. The project is co-funded by the Erasmus-Plasian Union. Our aims in the project are to foster new skills and knowledge of teachers and educators for the appropriate use of technology and digital solutions to increase the quality of early childhood education and care by promoting an early intervention with appropriate assistive technology for children with special needs or at risk of exclusion as well as to create an increasingly inclusive learning environment. In addition to the project, there is a collaboration between academic and professional institutions and specifically this includes the Thomas More University, which is the project coordinator, the European University Cyprus, the AS Bologna enlas in Italy, Dominic Xavier in Belgium and Open the Windows in the Republic of North Macedonia. The Skate project has three main outputs, which we will very briefly discuss here. In output one, our aim was to map and assess innovative approaches on inclusive technology for ECEC. In order to do so, we have conducted a literature review and analysis about technology supported learning in early childhood education. The review and analysis of literature specifically concerned issues of inclusive education in early childhood, full of educator practices in using technology in order to define the best strategies, barriers, factors of success and failure through case studies and other research evidence. This also included teachers and parents interviews aiming to identify the current situation of technology deployment strategies in ECEC, such as mapping the practices, opportunities, barriers and needs. Also, we analyzed in-depth a number of reported in-signal childhood education in all partner countries. For the second output, we focused in developing guidelines for inclusive classrooms for ECEC teachers. The guidelines were drafted by a means of a Delphi procedure involving project partners as well as representative stakeholders and teachers. For those who may not know, the Delphi method is a robust approach for structuring a group communication process so that the process is effective in allowing a group of individuals as a whole to build consensus over a topic. Through this, we made an overview on the role of technology in universally designed learning programs, types of technologies as well as implementation of technologies. We also identified the main pillars of content and knowledge. We developed guidelines with indications for the low role of assistive technology in specifically empowering children with communication, motor, sensorial or intellectual disabilities. In output 3, a toolkit was developed including a competency framework, learning programs and assessment technologies. The competency framework provides core competencies for teachers, educators, necessary for successfully working with technology in inclusive early childhood education. This allowed the elaboration of learning outcomes in different areas of knowledge, skills and attitudes and defined the learning programs enabling the development of the core curricula and materials. The learning programs on the one hand responded to the needs expressed by the teachers and educators involved in the projects as well as served as examples of the applications of the competency framework to guide the professional development. After the development of the learning programs for teachers, educators, within the partner countries, they were also localized and validated through piloting in all partner conflicts. Geo, Cyprus, Italy and North Macedonia. One of the derivatives of the project that we will provide a brief presentation in this webinar was the preparation of the guidelines. The skate guidelines on inclusive classrooms for early childhood education and care teachers aims to provide the main theoretical aspects of the content and the focus of the learning programs developed in the skate projects. The guidelines provide an overview of the following components for the appropriate use of digital technologies in inclusive educational settings for young learners such as an overview of the main concepts of disability, digital technology and inclusive education, an overview of the basic theoretical principles for creativity and learning in the notion of inclusive easy easy, an overview on the role of technology in universally designed learning programs as well as how the use of high and low tech technology can empower children with especially individual needs or emerging special needs where the educational activities cannot be made fully and permanently inclusive. We also provide an overview of the implementation on the implementation of technologies through the use of mainstream tools such as tablets as well as emerging such as robotics, kinematics, safety wearable devices, simulated environments, smart toys as well as high tech technologies as low tech technology strategies which are sold as educational technology in their broader sense aiming to foster the development of cognitive intellectual communication and social competencies. We also provide an overview and indications for the role of low and high tech assistive technology in specifically empowering children with communication, motors, sensorial or intellectual disabilities. These guidelines have been drafted, validated and consolidated with the involvement of all partners and through the involvement of local, easy, services and stakeholders. Following this process as well as the Delfin method that we described earlier the consortium team identified the main areas of interest to be elaborated in the guidelines document as well as the main issues to be highlighted as additional materials, resources and tips. In these slides we provide an outline of the main components of the SCAPE guidelines whereas the full version of the guidelines can be downloaded from our website. So therefore in section one focus on inclusive education we provide the basics of inclusive educations which are as analyzed in subsections such as that we explain what is inclusive education, we provide some definitions, constructions and main models of disability, we explain what is inclusive education and what is not as well as we provide a description on how and what is inclusive education in early childhood educational settings. In this section we also provide some examples, practices of applying inclusive pedagogies in classroom by first explaining what is inclusive pedagogy as well as providing a description and a focus on the universal design for learning and differentiation and finally this section ends with mapping some challenges and opportunities inclusive education by drawing on research evidence on the practices and attitudes. In the second section or thematic area we focus on early childhood education we describe first what's in an early childhood education by providing definitions and explaining the setting as well as we provide some guidelines and the curricula for ECEC. We also explain the basic pedagogical principles for of ECEC by for example focusing on creativity and play theories and approaches to children social relations in educations as well as provide some practical strategies and approaches on specifically creativity and play. In the third thematic area we focused on technology which focuses both on mainstream and digital assistive technology and it's used to early childhood education which is explained in in in subsections such as using early learners with main reference to the use of mainstream learning technologies and their benefits in early childhood education such as looking at technology and has learning benefits types and technology as supporting creativity creative thinking and play. We also focus on using ICTAT with early learnings with specific reference to the use of assistive technologies and their benefits in early years of education so in this section we focus specific use of assistive technology. In the fourth and the final thematic area we try to bring the previous thematic areas together and then provide and describe how we can create digital inclusive education in early education settings. So first we map the main goals of digital inclusive education in early education which define the main objectives of digital inclusive education in early years. We focus specifically on universal design for learning in practice where UDL is connected with the use of ICT and AT. We also explain how we can use UDL meaning universal design for learning and mainstream technology and how universal design for learning can be used in the process of learning as well as use of ICT and AT. In this section we also have a subsection on collaboration with involved stakeholders noting the importance of teamwork as well as collaboration between vital stakeholders highlighting some methods of bringing together stakeholders such as communities of practice as well as ways of supporting professional learning through self-reflection practices and strategies for educators. In addition to the main themes that compose the core skate guidelines as outlined previously, the participants who of the study who designed the skate guidelines also identify issues that they considered important for the development of a coherent training for educators in technology enhanced inclusive education in ECEC. These additional issues were connected to the main themes of the guidelines and have been included in the annexes sections of the deliverable as sets of tips, checkpoints and further information. Each annex is cited in the main text of the guidelines and it's linked to the content of both the guidelines as well as the learning programs that were developed based of both the guidelines and the competency framework. So in this section we provide values, tips, practical strategies and resources that a teacher can easily use for his or her teaching. Overall the skate guidelines were developed through the means of a Delfin method by having consultation and mutual agreement among participants for the finalization of the main themes which were elaborated in the guidelines. Delfin method participants, teachers as well as external stakeholders were involved in other phases of the design, the delivery and evaluation of the learning programs. Feedback from stakeholders noted to develop the guidelines document and the guidelines document consists the basis for the contact development of the skate learning program. The skate and guidelines document is still in process and it will be finalized by having additional examples of scenarios by educators who participated in the validation of the learning programs. The guidelines document as mentioned previously is open to the public for additional feedback and reflection and the final evaluation of the pilots is also expected to provide feedback not only from educators but also from trainers, learners and parents. So a big activity of the skate program project was the the development of the guidelines. Another activity of the skate project was a development of the competency framework. Its goal is to provide a comprehensive overview of skills and competencies related to different areas of professional development necessary to successfully design, develop, implement and assess inclusive educational activities by means of digital technologies. In order to develop in order to develop this activity we consulted and adapted existing frameworks such as the index for inclusion, universal design for learning, the entails plus competencies framework as well as the KPT guidelines for lifelong learning in assistive technology. The competency framework and following the focus of the project in inclusive early chart propagation and care using iFocus is therefore on the below components including inclusive education and inclusive pedagogies such as differentiation and universal design for learning, digital assistive technology competencies and digital inclusion as well as inclusive early childhood education and care. So here we will provide a very brief overview of the main areas of competencies. This can into consideration the pedagogical aspect of the educator professional development, the digital competencies aspects as well as the leadership aspect of the educators. Therefore the first competence focuses on the design of curriculum and learning process, looking at competencies for learning design such as assessment of needs and barriers, setting objectives, learning act ones, how to plan, design activities appropriate for easy that are you consider in the presentation and the second area focus on the implementation of teaching and learning strategies and this include competencies on how to implement inclusive pedagogies by integrating ICTAT in the learning process as well as implementing UDL guidelines. The third area focus on resources, how looking at the knowledge that the teacher educator may have on ICTAT. So a teacher educator may select, modify, create and use of basic resources and educators own digital competencies. And the last area focused on classroom management and collaboration, collaborations, looking at parents and learners involvement, collaborative teaching and the possibilities for having a collaboration in a broader sense and bringing some more practical management issues such as ways of setting up the equipment. These levels of competencies were developed across three levels of proficiency where a teacher educator may select at which level he or she may be currently is. So therefore we have the beginner level which is the beginner level, the intermediate and the advanced level. So here we'll provide an example of the first and we have the same statements, similar statements highlighting specific issues and these are modified across the three different levels. For example if I can read the first statement, at the beginner level a teacher may consider that they can, teachers may consider that they can identify the importance of participation for all which this is classified as a beginner level. At the same, the same sentence statement is modified on teachers being able to seek and remove barriers to learning and participation in all aspects of the curriculum and lesson design and that the advanced level teachers may be able to identify individual children's skills and needs and compare them with the actual learning objectives. This also is available in our website so any one of you can be able to download it and have a look and overall the Skate Competency framework was used to assist the Skate team and involved stakeholders in the design and development of the learning programs for the training of educators. During the after the implementation of the pilots, teachers, participants map their practices as examples and scenarios. This framework which will also be added to the final version and the Skate Learning Program based on the guidelines and the competency framework and we developed the Skate Learning Program and focused on the four modules for the learning program by incorporating various teaching methods, case studies and examples proposed by the participants. So the learning program was tried to draw examples, references, teaching methods and theory from the Skate guidelines and the competency framework to train teachers on how to create digital inclusive in early childhood education settings. Therefore one module focused on inclusive education and early childhood education, the second module focused on technology, enabling two teachers on how to use ICT with early learners, the third module focused on technology, on using ICT and AT with early learners, as well as the final for a module focused on assisting on training teachers on how to create digital inclusive education in early childhood education settings. After developing these four modules by all partner countries these were localized and adapted in each partner country. I will give the floor to my colleague Katerina Mavru and Katerina, you may start and let me know when you wish to start the video. Thank you very much, thank you Xanthia for an excellent introduction to the project. Just to say hello to everyone and then say how happy I am to see so many people connected and also to see people from countries that have been benefited specifically from this guide. Not only the four partner countries but before I proceed to some practical examples and some connections with inclusive education and assistive technology just to say that this project has been the basis on which a very recent project of UNICEF has been developed, a development of a guide for the use of assistive technology in inclusive education for teachers and school teams, for countries that I see specifically here and greetings from colleagues from countries of Eastern Europe countries like Bonzi Argo Ezegovina, Armenia, Olsenworth Macedonia and of course all countries but the guide was very much focused on Eastern Europe and countries that represented here. So it's so great to make this connection and parts of what you've seen today will be included and are included actually in that guide that will be very soon published by UNICEF in 2023 probably before the beginning of December so keep an eye on it. So on this second part I'll try to make a connection with first of all just just raise our concerns on why do we need ICT information communication technology and assistive technology in early childhood education and why this specific emphasis on the assistive technology aspect particularly. So if we just have a very short introduction with this video Santia please? Yes. You should not have used the technology. I'm additional native. Do computers scare you? Are you afraid to use them? Have you been on Facebook? Have you been surfing? Do you even know what's on the internet? Are you going to be my teacher? Or just that test book? Because I want to know what the world has to offer and if you're not on land and don't know nothing about computers You can't be my teacher. I said you can't be my teacher. The maker or someone who knows how to use the internet. Are you saying I'm going to be ready? Are you saying I'm going to be ready? I wouldn't be able to explain that better than the kids himself so and it's not just about the internet. So this is the idea of this project how to empower teachers to be able to teach these children that consider themselves digital natives and not only. So we are now nowadays in the digital era not only the internet era and also we are nowadays in the period that everybody talks about inclusiveness about equal opportunities. So what does it bring together what we call digital education and digital inclusive education? It's an all inclusive education. It's a paradigm shift. It's a paradigm shift where we have to take into consideration design on one hand designing learning center situations learning center environments based on learning communities on the other hand if we want to have inclusive education is designing universal design for learning. So it's a it's a matter of learning design. The use of technology on one hand we're talking about digital education so we're talking about the potential of technology and the internet and other digital technologies that provides to education and at the same time we're talking about technology that provides accessibility and digital inclusion so it's education for all in the digital era. So the technology is the second aspect and of course participation to be digitally included we need participation and engagement in the learning process and for children with disabilities or other vulnerable groups the importance and children that face challenges the importance is to use technology to provide the differentiation equal opportunities for participation and engagement so participation is the third aspect of our design learning processes digitally inclusive. Can we go to the next slide please? Thank you. So when we're talking about ICT and AT what do we actually mean? Here the main concepts refer to accessible technologies which is the technology that is that includes embedded accessibility so the smartphones we have our computers our laptops they all have embedded accessibility that benefit also learners with disabilities the magnifiers the voiceover on our on our smartphones the narrator on our Windows computer provide what we call accessible technologies. In addition we talk about assistive technologies we talk about technologies that are designed specifically to address the needs of persons with disabilities so these are technologies that may not be embedded in the mainstream technology in the general technology but acquired separately but be compatible with assistive technologies. So it's communication devices for learners that do not have verbal communication switch users that cannot use that have limitations in using the conventional keyboards or mice alternative mice alternative keyboards and so on and of course to make accessible and assistive technology useful for participation we need accessible digital content so the content that is accessed by persons with disabilities by learners with disabilities in our situation needs to be accessible in order to have a meaning for using to have a sense for using our assistive or accessible technologies. Next slide please. Thank you. So why so much emphasis on the role of the teacher because the teacher is in the center of the provision of technology and also the use of technology in this slide is a specific framework we're not going to focus on the framework is used that is often implemented for the assessment of children with disabilities or learners with disabilities for obtaining their individual assistive technologies however we consider this important to present here because it's actually assessing or actually observing what we need to have in mind when designing for learners for all learners the students so what is what are the what is the background what's the learning profile what are the specific competencies of the student the learning environment so anything around the student that needs to be considered when using technology in learning the tasks what are the students expected to do and of course the tools that the students are going to use the teacher's role in this process is very important because the teacher is a source of information in identifying as our competency framework that that's something I presented a highlight that as teachers we need to identify the barriers we need to identify the accessibility requirements of the learners we need to identify the participation requirements so the teacher is a source of information in the process of identifying those needs and identifying the barriers also the teacher is the person that is going to plan the lesson apply and evaluate the learning process and at the same time it's a collaborator in deciding the learning activities the learning tools the learning materials so not that everything is expected from the teacher but has the teachers have a main role a core role in the whole process thank you so what do we do in the skate project and not only for empowering teachers to actually implement the use of ICT and AT in education first of all we identified as identified in the guidelines inclusive pedagogies what is learning for all when we're talking about inclusive pedagogies we're also we are actually talking about the design of the curriculum the learning activities the classroom environment the instructional materials the teaching techniques and assessment procedures that would be flexible in order to include every child every every learner in our classroom and this we have to observe and decide how these are available on to our learners and how they are grounded comprehensively in the pedagogy this is very much can we go to the next slide thank you this is very much relevant to the provision of options so what is important and inclusive education and early childhood education have very common aspects in the in especially in the provision of flexibility and options and early childhood education is a very good start for experimenting with inclusive education pedagogies and why is that because teachers in early childhood education even if we don't have any training in inclusive education specifically early childhood education talks about options stations of learning and breakdown of knowledge and learning processes into small achievable tasks construction of learning in in kinds of differentiation and integrated curricula and programs that are not very much specific only on the discipline but also on the children's interests and profiles so this is how inclusive education inclusive pedagogy and early childhood education come together the main idea is a provision of choices and options can we go to the next slide thank you so this brings us to the universal design for learning the universal design for learning that may be familiar to most of you it's it focuses on the idea that we need to engage learners in learning we need to provide various ways of representing the information and learning and we need to provide various options for students to act and express on their express themselves on their own learning I think the next slide it's more yes it's clear it was very small the diagram in the first the the first the previous slide actually it's a screenshot from the cast the center that developed the learning and the universal design for learning and this is why we used it it's it's the map of the principles and the guidelines of universal design for learning here is a more simplistic presentation that will be easier to understand and follow so one thing the first principle of universal design for learning is learners engagement in order to engage learners into the learning process according to the universal design for learning we need to provide options that activate learners interest motivation and expectations regardless disabilities regardless learning profiles regardless cultural background or other background the third the the second principle the second guideline of the principle of engagement talks about sustaining effort and persistence so it's not only about motivating the learners but it's also about sustaining this effort and persist during the learning process so maintaining this interest and the third guideline talks about self-regulation providing options for learners to act on their own learning understand how they learn and regulate the sense throughout the process the second principle of universal design for learning talks about representation this mainly refers to the way we perceive information so a lot of learners maybe visual learners maybe learners that prefer auditory information learners that prefer that have a different language background or are more visual in the sense of using symbols this is for example very relevant for children that are migrants children that have severe learning disabilities children that use AAC devices documented in alternative communication devices also another guideline of representation talks about the way we understand we process the information and this about has to do with comprehension the way that information is organized and presented to the learners so universal design for learning cares about how we help learners to organize their own understanding of the information provided for the knowledge of the learners provided and the third guideline refers to the way learner act upon their own learning the way we participate so how physical action so for example if all learners are about to cut something draw something read something verbally express something we need options we need options for learners with mobility limitations learner with communication difficulties but also children that may need or won't wish to express themselves alternatively than the conventional way that teachers expect and this has to do with expression communication and of course with the executive functions of critical thinking experimenting and analyzing the information so this is more or less a very very fast the framework of the universal design for learning that is very relevant to the use of technology here's an example of how this leveling through the universal design for learning can be applied with Bloom's taxonomy so if we talk about executive functions and the use we and the way that learners are acting upon their learning or processing the way information is represented as well as getting engaged if we get an example of storytelling for example more or less the example we have here in the level of remembering uh through the Bloom's taxonomy we're talking about remember something know something recall or define so providing options means ask children to match or label or name so uh change the way children act on this learning and presenting or reaching the learning outcome it's very important and having that and doing so technology has an essential role because I'm a bit conscious of time I will not go through uh each level of the Bloom taxonomies but uh this is just to say that how this is just give me a second it seems that I have a battery issue on my computer okay I hope I don't get out of or run out of battery so and so if we move to the next one this is very much connected to the summer model the summer model it's uh it's a model identified for the for the integration of technology uh in general not only assistive technology and it shows how we integrate technology in various levels so integrating technology just to substitute a conventional so we have a projector instead of a whiteboard or to augment so we have an interactive whiteboard so it gives some functional improvement but modification means we have an interactive whiteboard but with online connection that gives access to students that probably are not in the classroom if we bring back the memories of the covid pandemic and redefinition in that interactive whiteboard with online gives also interaction to students that are away and participation uh equal participation so this is the redefinition and transformation of learning and if we put this together with the universal design for learning we see that the two pressure levels are aligned with the representation and action of an expression where the engagement level goes into the redefinition and modification of the learning environment and can you please go to the next Sampian so in terms now of assistive technology and Chris Abbott in 2007 tried to present the taxonomy of assistive technology so if we think that we're using assistive technology just for training which is sometimes interesting and important so training it's through a more medical approach to disability so the idea that we train children in using specific assistive technology for substituting one of the skills that we think impairment takes away so someone cannot see we use technology to augment to have magnification or have a voice recognition and we have this kind of accessibility if we move forward to assist learning if we use this kind of technology to also include the child in a classroom and be able to have access to the visual information we assist learning a step further and in enabling learning if this technology is used to transform the learning experience and provide opportunities for collaboration for access online for getting engaged into the learning process so if we match Abbott's taxonomy with the two frameworks that were presented earlier can we go to the next slide please we have this representation so modification and redefinition means engagement and engagement means actually enabling learning and this is the optimal we need to reach as educators with the use of assistive and assistive technology and ICT in education next slide thank you so what about the learning design in the learning design we need to we're all educators I guess here all have an education background or some knowledge so identifying the barriers and opportunities for the participation in the classroom is one of the main first steps identifying the barriers for accessing technology in the classroom and assessing existing needs is the next step so to help us identify the resources we want to do resources in terms of human resources in terms of artifacts the technology per se this is the first step in planning and then if we want to put this into lesson planning using the principles of universal design for learning then we a good this is a table it's not it's not the only solution but it's a table that helps educators and has been used in the skate project as well as in the unicef guide to guide educators on how we can think our lesson planning so taking one by one the learn the the universal design for learning principles we then think of which of the learning activities we can use and how this can be designed so for engagement for example we need to use meaningful activities that are linked to current issues or to our learners interests we use the relevant digital competences that students have so we don't present we avoid presenting a technology that's totally unknown if it's a new technology that we want to introduce it's important to link that with the learners existing knowledge digital competences as well as our own existing learning and digital competences and then we choose the tools and technology and something else that is missing in this table is the added value a fourth thing we need to think we need to consider is what is the added value of the tools that we are using in terms of reflecting and responding to the principles of universal design for learning and how are these integrated in the learning activities for example in the provide options for representation we are thinking of physical accessibility we talk about children with mobility mobility limitations or children with no verbal communication what are the alternative means that we're using to present our information the knowledge and what are the tools we are going to use so I won't continue as I said I'm conscious of time but this is the main idea and as a final step what we need to consider actually this is a step before implementing before designing the lesson but it's it's it comes to the last part of our guidelines as presented by a give me a second apologies I will need to turn on the power please accept my apologies there was something going wrong with my computer cable it all said thank you so the the final step is oh my god it's going to get me off really really accept my apologies oh my power is off and it shows okay hope now it's okay ah sorry okay so this is the final step of the implementation and you can still hear me right okay apologies again the implementation plan we need to set a time time schedule for this we also need to define the setting so we know which kind of environment we're using we need to set the objectives to be clearly set and decide on the activities identify the persons involved the most important part of identifying the persons involved is because we're not working alone in the classroom so what is important is to identify which are the other stakeholders that means who are the other stakeholders the parents so skate places and places more emphasis on the involvement of parents and the collaboration with teachers also what are the training needs who needs to get trained so it's is it the teacher is it this school assistant is it all of them the parents as well what competencies that do the children need to develop for using ICT and also assistive their own assistive technology so an implementation plan will help the school team and this is very much linked to the second to the final part of the guidelines to stop xante can you please go back to the previous one yes so we involved the whole school approach the collaborations that are identified into the final part of the guidelines and the competency framework and work in a whole school approach and this is why the competency framework was also part of it was also based on the index of inclusion because the index of inclusion emphasizes very much in the whole school approach of inclusive education now we can go to the next one this is just a screenshot of an activity building template that is provided in this gate project of course teachers can use their own activity building schools have their own schools and educational system have have their own templates for lesson planning and activity activity building but this is what was provided by skate so after we have the implementation plan for the school whole school approach after we have the lesson plan for the planning of objectives and activities then we have specific templates for designing each activity in the lesson plan and at the end of the template we have a section of reflection so it's a good suggestion of the skate team is that for each activity teachers need to reflect on how this worked how technology was integrated what needs to be improved for the next implementation of a similar activity or a built-on activity this is another template that is used in one of the annexes of the guidelines that is what was presented actually in the examples of the tables earlier so for each learning objective if we want to break the tasks even further for each learning objective of each activity we can also break down our approach to the universal design of learning principles and to the technology we use of course the technology doesn't need to be different I mean for engagement it shouldn't be a different activity a technology of for representation or action expression it can be different it can be the same the important thing is to be able to make the link of how the technology we use responds to what we need to implement in terms of the universal design for learning guidelines and what is the approach we employ for integrating that technology into the learning process in order to respond to our learning objectives and lead and reach our learning outcomes here is an example of an activity that is built within an accessible software so we can see the example is in Greek it was taken from a greek school and we have greek colleagues here so that makes sense but this is how an activity was built in order to provide visual representation both images and videos the videos of the kitten it's a video and then images also children have the opportunity to listen to the story read and change pages with the use of a switch so it was also accessible for children with physical limitations that cannot use a touchscreen or the the conventionery mouse and they needed clicking for changing their pages or selecting an interact with the screen so here we can reflect on how this software provides the opportunity to provide different means of presentation different means of action and expression so using the switch and also engagement of the learners and this is just a screenshot of of the whole text of the textbook of I think it's third graders in primary education this one and that's all this is our contact details I know I'm a bit for I had we have 45 minutes we used an hour but just to say that this QR code and then we can also copy and paste the link into the chat it's if you have time to go through the documents of the skate project we would appreciate your feedback and if you go through this questionnaire at the end of it you can access the full learning module the four learning modules of the skate project with all the materials so please we would like to have your feedback I know that this was a very short presentation but feel free to provide some feedback and also access the material thank you very much and apologies are getting for my technology issues whenever I have a presentation on technology I have a technology concern it happens it happens during live sessions all the time so it was a very insightful presentation I have to admit and thank you very much thank you everyone for participating we have already served with you in the chat the survey we would like you to fill in and also the link to the skate project Katerina has started with you earlier thank you very much for participating and thank you very much Xantia and Katerina again for accepting our invitation thank you thank you for the invitation it was our pleasure so I hope to see you everyone in our future webinars thank you again and have a nice evening thank you too bye bye everyone