UNOWA

21/09/2026

🇬🇧 UNOWA is heading to London!

This October, we’re excited to take part in the TES SEND Show, one of the leading events dedicated to special educational needs and inclusion.

It’s a great opportunity to meet educators, specialists, innovators, and organisations shaping the future of inclusive education and to share how UNOWA is working to make learning more accessible, engaging, and inclusive.
We’ll be happy to meet our colleagues, connect with new people, and meet anyone passionate about this field.

📍 Business Design Centre, London, UK
📅 October 2026

Come meet the our team and discover what we’re building.

See you at TES SEND Show! SEND Show UK

07/09/2026

Sometimes inclusion starts before a child even enters the room.

A new place can mean dozens of unknowns.

Who will be there?
What will happen?
Where will we go?
What will I be expected to do?

During UNOWA’s webinar “Before the First Session: How to Prepare a Child with Special Educational Needs, Their Family and Yourself,” Aleksander Stadnyk shared a simple but important practice.

If visiting the space in advance isn’t possible, show the child what to expect.

A photo.
A short video.
A few moments on a laptop or phone.

“Here children are singing. Here they are working with a speech therapist. Here they go to the gym. Here they are swimming.”

It may seem like a small step.

But for a child entering an unfamiliar environment, seeing what is going to happen can make the experience more understandable and more predictable.

And predictability matters.

Because preparing a child is not only about explaining the rules of a session. It is about reducing unnecessary uncertainty and giving them a chance to process the environment before they are asked to participate in it.

This is also an important principle for inclusive education more broadly.

A system becomes inclusive not simply when a child is allowed into a classroom, programme or activity.

It becomes inclusive when we think carefully about what that experience looks and feels like from the child’s perspective — and adapt the environment accordingly.

At UNOWA, this is the kind of implementation we believe matters: turning inclusive methodology into practical steps that children, families and professionals can actually use.

Because access is only the beginning.

The real work is creating the conditions for participation.

31/08/2026

Armenia's government reported in January 2026 that about 800 schools — roughly 70% of the country's schools — are equipped with modern natural science and engineering laboratories, and that the programme covering every remaining school will be completed in 2026.

UNOWA delivered 439 of those school laboratories.

We've published the delivery layer of that project, because it is the part that determines whether a funded national programme becomes a changed science lesson or a set of sealed boxes:

→ Seven laboratory configurations, assigned by school subject profile and size, rather than one universal kit → 1.8 million educational items: 201 tonnes, 20 containers, 260 unique product positions → 200+ teaching materials localised into Armenian and English and aligned to national standards → An implementation team of around 100 specialists working to the client's schedule

The lesson we'd underline for any ministry planning something similar: localisation is the schedule risk, not the shipping. Containers move predictably. Adapting hundreds of teaching materials to a national standard, in two languages, with subject specialists reviewing them, is what decides whether laboratories are used in the term after delivery or the year after it.

The article also sets out four questions that separate an equipment supplier from an implementation partner.

Read the case study: https://www.unowa.eu/blog/equipping-439-schools-armenia-stem-laboratory-rollout

30/08/2026

ULabs Education - UNOWA's STEM learning platform.

The LMS and the AI agent aren't two separate tools bolted together — they sit inside one ecosystem, so a teacher can go from a lesson plan to a tailored explanation without leaving the platform or hunting through a separate app.

See it in action — www.edu.unowa.eu

29/08/2026

26/08/2026

What happens when an education system has the right technology — but the tools, methodology and teacher training don’t connect?

You don’t get an ecosystem.

You get disconnected solutions.

At BETT, Andrew White explains how UNOWA is approaching this challenge differently.

Across inclusive education, STEM and system-level implementation, our focus is on connecting the elements that too often operate separately:

• educational spaces and practical learning tools
• methodology and teacher development
• AI-supported workflows
• implementation at school and institutional level

In inclusive education, this means supporting educators and children not with one isolated tool, but with an environment where methodology, learning resources and AI-supported assistance can work together.

In STEM, ULabs follows the same principle: hands-on experimentation needs more than equipment. It needs methodology, learning scenarios and an environment in which teachers can actually use it.

And through UNOWA Systems and UNOWA Education, the same thinking extends to teacher training, consultancy and larger-scale implementation.

Because the challenge in education is rarely the lack of products.

The harder question is how to make the right products, methodology, people and technology work as one system.

🎥 Watch Andrew White explain how UNOWA is building that ecosystem.

Learn more: www.unowa.eu

24/08/2026

If a child has to be forced to participate, can we really call it learning?

“No coercion. We don’t do anything like that.”

That was one of the clearest messages from Aleksander Stadnyk during UNOWA’s webinar “Before the First Session: How to Prepare a Child with Special Educational Needs, Their Family and Yourself.”

Aleksander is an educator and adaptive physical activity specialist with 12 years of experience working with children, including children with special educational needs.

In the webinar, he spoke about something that can easily be overlooked when we focus on methodologies, programmes and learning objectives:

before learning can begin, there has to be trust.

Forcing a child through an activity may produce compliance for a moment. But it doesn’t create engagement.

A much more important professional skill is knowing how to redirect behaviour, adapt the interaction and still keep the child feeling safe enough to participate willingly.

And that work doesn’t belong to the specialist alone.

As Aleksander explains in the video, the strongest results come when parents and professionals work in tandem — sharing what they know about the child, recognising their motivations and building a consistent approach together.

This was at the heart of the webinar: how to prepare the child, the family, the environment and the specialist before the first session — so that the relationship begins with safety rather than pressure.

At UNOWA, we believe inclusive education becomes meaningful when systems, tools and methodologies are built around the real needs of the child.

Because inclusion is not simply about giving a child access to an activity.

It is about creating the conditions in which they can genuinely take part.

18/08/2026

A child can have a skill — and still struggle to use it in the environment around them.

That distinction matters in inclusive education. A child may understand a task but find it difficult to focus in a noisy classroom.
They may want to join a group activity but withdraw when there is too much sound, touch or unpredictability.
They may be physically capable of completing an activity but struggle when transitions happen without warning.
From the outside, adults see behaviour.
But behaviour does not always tell us what is causing the difficulty.

In the UNOWA Six Developmental Domains pilot study , which analysed data from 153 children aged 18–83 months, sensory functioning showed a different pattern from cognitive, social, physical and daily living domains. Source: https://sciformat.ca/journals/index.php/mssl/article/view/51

It was much less strongly related to age and showed relatively weak relationships with the other developmental areas.

That raises an important question for assessment.

Not only: “What can this child do?”
But also: “What conditions help this child use the abilities they already have?”

This distinction can change the support we provide.

Sometimes the response may involve reducing noise, using visual instructions, allowing movement breaks, creating more predictable routines or preparing a child for transitions.

The goal is not simply to describe behaviour. It is to understand what may be affecting participation — and what can help.
Because inclusive education is not only about developing new skills. It is also about creating the conditions in which existing abilities become accessible.

Based on "Sensory Processing in Child Development: What the UNOWA Pilot Found" https://www.unowa.eu/blog/sensory-processing-child-development-pilot-study by Mykhailo Kalitkin.

13/08/2026

"It's happiness for the kids — and for the teacher."

That's how Olha Yaremenko, a 3rd-grade teacher at Mykolaiv Gymnasium No. 32, describes her class's first experience with the Unowa Primary mechanics kit.

Her students got hands-on with flat, snap-out pieces designed for little hands — building tactile skills and logical thinking while assembling their own constructions. The included lesson plans and presentations meant every class knew exactly what to build and why.

Watch her full review, and explore more hands-on STEM kits at unowa.eu 👇

11/08/2026

STEM equipment alone doesn’t create effective STEM education.

A school can have laboratory kits, sensors, digital tools and learning materials — but without the knowledge and support to use them effectively, they remain just equipment.

At UNOWA, we connect three essential pillars into one ecosystem:

🔹 Spaces — hands-on educational environments and STEM equipment for primary and secondary schools, covering mechanics, physics, chemistry, biology, geography and more.

🔹 Knowledge — the UNOWA digital learning platform, where educators can access structured courses, expert knowledge, practical methodologies and resources designed to help them bring STEM into real classroom practice.

🔹 Innovation — digital technologies and AI-powered support. The UNOWA platform includes an AI Agent designed to help educators work with the company’s accumulated knowledge and turn it into practical solutions for their everyday teaching tasks.

The result is more than equipment.

It is a connected ecosystem where spaces, knowledge and innovation work together — helping schools move from simply having STEM tools to actually using them effectively.

See how it works at unowa.eu