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FEAT-DS: Electronics and Employability Advancement for Adults with Down Syndrome

MODULE 1: Inclusive Tinkering and Creative Skills Development

Module 1 – Introduction

Introduction to Tinkering

Designing Inclusive Tinkering Projects

Implementing Peer Support and Collaborative Learning

Assessment and Feedback in Creative Projects

Partnering with Community Resources

Practical Session

Self-assessment

Module 1: Self-Assessment

MODULE 2: Social Inclusion through Art and Manual Skills

Module 2 – Introduction

Introduction to Social Inclusion and Art

Understanding Down Syndrome: Cognitive and Social Characteristics

Art as a Tool for Social Connection

Developing Motor Skills Through Manual Activities for People with Disabilities with Down Syndrome

Designing Art Projects for Diverse Abilities

Implementing Group Art Activities

Activity: Brush Strokes

Further Reading

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Module 1: Self-Assessment

FEAT-DS: Electronics and Employability Advancement for Adults with Down Syndrome
Self-assessment
Module 1: Self-Assessment

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Question 1 of 10

1. Question

Which historical figure is highlighted in the module as an example of successful tinkering?

Alexander Graham Bell
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Thomas Edison
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Nikola Tesla
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Albert Einstein
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Question 2 of 10

2. Question

Tinkering activities are particularly beneficial for individuals with Down syndrome because they help improve which of the following?

Language acquisition
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Fine motor skills and cognitive abilities
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Advanced mathematical reasoning
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Musical talents
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Question 3 of 10

3. Question

The concept of tinkering in education primarily emphasizes which of the following?

Following strict guidelines and rules
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Hands-on experiential learning and experimentation
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Theoretical learning through lectures
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Memorization of facts and figures
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Question 4 of 10

4. Question

Which strategy is suggested for adapting tinkering projects for diverse abilities?

Simplifying tasks and providing multiple entry points
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Assigning the same task to all participants regardless of ability
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Using only advanced tools and materials
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Focusing on competitive outcomes
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Question 5 of 10

5. Question

What is the role of community resources in the module?

To replace the need for in-class instruction
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To limit the scope of projects to basic activities
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To provide access to specialized tools and expertise
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To isolate participants from broader community interactions
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Question 6 of 10

6. Question

Which aspect is NOT emphasized as a benefit of tinkering for individuals with Down syndrome?

Enhancement of fine motor skills
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Mastery of complex theoretical concepts
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Improvement in cognitive abilities
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Development of social skills
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Question 7 of 10

7. Question

How does the module propose to foster a collaborative learning environment?

By encouraging peer support and teamwork
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By focusing solely on individual projects
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By minimizing group activities
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By discouraging interaction among participants
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Question 8 of 10

8. Question

Which of the following is a key benefit of involving family members in tinkering projects?

Increased support and reinforcement of learning at home
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Reduced need for community involvement
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Limiting participants interaction with peers
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Focusing exclusively on academic achievements
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Question 9 of 10

9. Question

In the context of the module, what does scaffolding learning experiences mean?

Reducing the complexity of tasks permanently
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Gradually increasing task complexity to match participants evolving skills
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Keeping tasks at the same difficulty level throughout
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Simplifying all tasks to the lowest possible level
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Question 10 of 10

10. Question

What is a suggested strategy for making tinkering projects more accessible to participants with different abilities?

Standardizing tasks for all participants
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Providing multiple entry points to activities
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Limiting the use of complex tools
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Focusing on individual rather than group activities
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