For an Inclusive Maker Education. Literature review (2016-2021)

Abstract

The Maker Movement has generated great interest in the educational field, resulting in Maker Education. This work consists of a literature review to study how Maker Education contributes to social and educational inclusion of the most vulnerable groups, including people with disabilities. For this purpose, a search was carried out in several databases based on the combination of different descriptors and search filters. Finally, after being subjected to a screening and taking into consideration the established inclusion and exclusion criteria, a total of 11 articles were evaluated. The results show that Maker Education has been mainly developed, in the non-formal sphere, putting into practice rewarding activities, through the use of Maker Resources and Spaces. In the same way, the findings point out that the Maker Movement, in an educational context, promotes skill development among these individuals as well as improved self-esteem and self-perception. Moreover, the specialised training in Maker Education of those responsible for putting them into practice facilitates the inclusion of these groups, giving them great academic and social benefits.