The consortium took into account the follow obstacles:
(1) people with a low standard of living, low income (economic obstacles)
(2) minorities, immigrants, refugees (social-economic obstacles)
(3) students, high/low achievers
(4) remote or rural areas; small islands or in peripheral regions; urban problem zones; less serviced areas (limited public transport, poor facilities), e.g. geographical obstacles
(5) gander inequality/sexual orientation (gender obstacles),
(6) cultural (regional, race)
(7) physical impairments (visual, hearing, etc.)
(8) cognitive conditions (autism, dyslexia, dyscalculia, etc.)
In InSTEAM we aim directly (3), (5) and (6), i.e., high/low achievers, gender balance and cultural aspects, and indirectly (1), (2) and (4), particularly, minorities, immigrants and refugees, remote or rural areas as well as people with a low income. It means that six out of eight obstacles will be covered.
We created inquiry learning materials gender-neutral, without stereotypes, and with language tuned for students age and content adjusted to different learning styles. Such teaching/learning materials are devoted to solve above-mentioned inclusive aspects.