References

"We involved mainly children with special needs in the project, they gained more practice, and as a result, they improved their skills."

"Children with special needs were given the opportunity to work in small groups with individual support, which allowed them to progress at their own pace."

"From meetings with people passionate about the cause and willing to help, we and our students take away great experiences and the desire to continue."

"The Masters of Technics project had a positive impact on students and the Roma community, particularly thanks to the participation of a marginalized community member in the competition. The Roma student's participation in the competition boosted his confidence."

"The impact of the project received very positive feedback not only from the children at school but also from their parents and the town's residents. They were excited that we were returning to teaching practical skills like woodworking to primary school children. I managed to involve children with special needs, Down syndrome, Ukrainian girls, and Roma children in the project."

"Girls generally achieved better results, their work was more precise, and there was greater interest from them."

"I believe I gave more confidence to the girls. Technical competitions don't have to be won by boys only."

"We involved 7th, 8th, and 9th-grade students in the project, both boys and girls, Ukrainian students, students with special educational needs, and one student with a mental disability. The reactions to the project were positive in every case."

"The project's impact was felt at school and in the community. The girls received praise, and the mayor rewarded them."

"Participating in community events has been enriching for both our students and us. The enthusiasm of others for shared causes fosters a supportive learning atmosphere, encouraging our students to pursue their interests."

"I noticed that providing a tailored learning environment for our students with special needs allowed them to engage more effectively. Working in smaller groups made a significant difference in their comfort and progress."

"Engaging with community advocates has created a ripple effect of positivity among students. The interactions not only provide valuable experiences but also instill a desire in students to make a difference themselves."

"I am proud to see how much student confidence has grown in our recent activities. It’s inspiring to demonstrate that masters of technics are fields for everyone, regardless of gender."

"I strive to empower my students to believe in themselves. It’s essential that girls feel just as capable in technical fields and competitions as boys do, and I think we've made great strides in that direction."

"The small group settings for children with special needs have proven to be very effective. Each child was able to receive the attention they require, which helped them to thrive at their own pace."

"There aren't enough competitions where students can practice and compare their manual skills."

"What we did is very suitable for working with students with special needs. They left the competition satisfied."

"Thanks to the project, I'm moving to a different way of making products in class: smaller, less complex, but with greater emphasis on precision."

"Students learned patience, precision, and cooperation in pairs."