Ohio Kindergarten Teacher Uses STEAM To Promote Inclusion In Class

Her classroom for inclusion includes some state-of-the-art STEAM learning tools.



Tina Glymph, a kindergarten teacher from Ohio, has been teaching at Lake Local Schools since the last six years. Only one year into her kindergarten teaching, she decided the best way to help her students learn was by using STEAM (science, technology, engineering, art and music) in her pedagogy style. She then had a discussion with the principal and the administration soon agreed to her advanced ideas for the inclusion classroom she teaches. 

Now, her students learn with the help of apps on ipads, legos, programmable robots, etc. These methods help children in not only learning new things in an exciting way but also improve their motor skills, movements and strengthening the fingers. Moreover, this supports the kids in understanding and following multiple commands. 

Glymph tells The Repository, “Students are learning through play, which helps them stay engaged. Students are excited to learn and play on games that involve technology. They practice skills in a fun and engaging way that also monitors their progress and corrects them. They use graphics that are kid friendly and exciting to them.”

Since her classroom is an inclusion classroom, she also has students with attention-deficit issues. Regarding this, she says that STEAM usage has truly helped them as well. “Students with attentional issues are more excited and engaged when technology is involved. It seems like less work and more a game. Osmo games like Coding and Newton might play to an area that is more of a strength for them, than basic academic skills,” Glymph explains.


Osmo is an app that Glymph uses on a regular basis. About this, she says, “Each game’s feedback allows them (the children ) to practice the skill correctly and not just complete an activity to get it done.” Watching her get successful with the STEAM teaching, other educators of the Lake Local Schools are picking up, too! 

While talking about the excitement in the classroom, Glymph says that children get excited while working in pairs or in teams. Her efforts are helping in analytical development of her students. Moreover, the way she is teaching an inclusion classroom is commendable and inspiring. What do you think? 


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