The Using Euros Approach: Comprehensive Parametric Customisation

The landscape of special education has been transformed by technological advances, yet a critical gap remains: the need for educational software that adapts to individual learners rather than forcing learners to adapt to rigid systems. Research consistently demonstrates that personalised learning approaches significantly improve outcomes for children with special educational needs, with effect sizes reaching d = 0.32 in regular classrooms and even higher for students with disabilities (Kingston & Nash, 2011; Jung et al., 2018).

The Scientific Foundation for Educational Software Customisation

Contemporary research in educational psychology emphasises that personalised education—the systematic adaptation of instruction to individual learners—has been a long-striven goal (Bernacki et al., 2021). A comprehensive review of personalised learning research found that such approaches are most successful when relevant learner characteristics are measured repeatedly during the learning process and when these data are used to adapt instruction systematically.

Students with special educational needs particularly benefit from technology-supported personalised learning, with research indicating that such interventions can reverse the Matthew effect—the phenomenon whereby academically advantaged students typically benefit more from educational interventions than disadvantaged students—with academically disadvantaged students benefiting most from personalised education (Harackiewicz & Priniski, 2018). This finding is particularly significant as it suggests that well-designed customisation features can reduce rather than exacerbate educational inequalities.

A meta-analysis examining technology-supported personalised learning found that personalised learning approaches are associated with positive findings in terms of academic outcomes, engagement, attitude towards learning, and metacognitive skills (Zhang et al., 2020). The research specifically highlighted the importance of adaptation to learners' needs to teach at the 'right' level—the learner's current level of achievement.

Universal Design for Learning: The Theoretical Framework

The principle of Universal Design for Learning (UDL) provides the theoretical foundation for comprehensive software customisation. UDL incorporates digital books, specialised software and websites, screen readers with text-to-speech features, and other technology tools to create inclusive learning environments (University of Texas Permian Basin, 2020). Implementation of UDL approaches has demonstrated remarkable results, with one study reporting a 22% increase in graduation rates for special education students following UDL implementation.

Research indicates that educational technology in special education can help disabled students keep up with their peers to the extent possible and prepare for future success (University of Texas Permian Basin, 2020). However, the effectiveness of such technology depends critically on its adaptability to individual needs, as the diversity of disability types necessitates custom-made solutions designed according to specific requirements.

Implementing Evidence-Based Customisation: The Using Euros Model

The Using Euros project addresses these research-identified needs through unprecedented levels of customisation across all 19 interactive applications. Most applications feature detailed customisation screens that allow teachers and parents to adapt learning tools to each child's individual needs, embodying the principle that the software adapts to the child, not the other way around.

Temporal Customisation: Addressing Processing Speed Differences

Research demonstrates that students with special educational needs often require additional processing time (Edutopia, 2020). The Using Euros applications respond to this need through comprehensive temporal customisation options:

• Unlimited time options: Applications like "Giant Bee" and "Alien Market" can be set to infinite time mode, transforming them from time-pressured games into contemplative teaching tools
• Customisable time limits: Most applications allow educators to set specific time requirements, from rapid-fire challenges to extended exploration periods
• Activity-specific timing: In "Euro Symbol 2", educators can control both the overall exercise duration and the display time for individual elements

This approach aligns with research suggesting that formative assessment procedures, which include temporal adaptations, show significant advantages over regular classroom instruction (Bernacki et al., 2021).

Cognitive Load Management Through Help Level Systems

The concept of cognitive load theory suggests that learning is optimised when instructional design considers the cognitive processing limitations of learners. The Using Euros applications implement sophisticated help level systems that progressively reduce cognitive load:

• Euro Memory Game offers three help levels: from no assistance (Level 0), through distraction reduction (Level 1), to explicit guidance showing matching pairs (Level 2)
• Adding Euros Teaching Tool provides four progressive help levels, including colour-coded values and fade-displayed correct answers for initial learning phases
• Paying with Euros features context-sensitive help that can pause automatic game flow for classroom discussion and display running totals

This approach reflects research findings that students who started out behind have been shown to catch up to perform at or above national averages in schools that implement personalised learning (Pane et al., 2015).

Motor Accessibility: Revolutionary Scanning Technology

Perhaps most significantly, eleven Using Euros applications include scanning functionality specifically designed for children with motor difficulties—a feature that appears to be unique in freely available educational software. This innovation addresses research indicating that all clicks and gestures should be customisable so that physical restrictions don't interfere with navigation (Keenethics, 2024).

The scanning system works by automatically highlighting interface elements in sequence, allowing users to make selections using a single switch when their desired element is highlighted. Scanning speed is fully customisable, and settings are preserved across all platforms (web, Windows, Android, iOS), ensuring consistent accessibility.

Applications with scanning functionality include:

• Euro Symbol recognition games (1 & 2)
• Payment simulation tools (Paying with Euros, Giving Change in Euros)
• Mathematical games (Euros in Space, Euros in Bubbles, Euro Train, Giant Bee)
• Interactive learning tools (The Euro Forest, Alien Market)
• Construction activities (Click and Make the Euro Coins and Notes)

Content Adaptation: Granular Control Over Learning Materials

Research emphasises that every student has unique needs, and software may need customisation to meet specific educational goals (Research.com, 2025). The Using Euros applications provide unprecedented granular control over learning content:

Currency Selection and Complexity Control

Educators can customise which coins and banknotes appear in activities, allowing for progressive skill building. For example, in "Euro Memory Game", teachers can select whether to include coins only, banknotes only, or combinations thereof, while "Paying with Euros" allows precise control over price ranges, from simple single-digit amounts to complex decimal calculations involving euros and cents.

Visual and Sensory Customisation

Recognising that students with special disabilities may encounter difficulties in effectively navigating educational mobile apps due to insufficient accessibility features (Keenethics, 2024), the Using Euros applications include:

• Colour customisation: "Euro Symbol 1" allows selection of background colours for correct and incorrect answers
• Visual complexity control: Applications like "Euro Symbol 2" permit adjustment of the total number of on-screen elements
• Content focus: Educators can select specific coins, banknotes, and calculation ranges to display only elements relevant to the learning objective, eliminating cognitive distractions

Communication and Progress Tracking: Bridging Home and School

Research indicates that teachers must work much more closely now with parents/caregivers to support learning at home (Edutopia, 2020). The Using Euros applications address this need through innovative communication features:

Settings Sharing System

Each application includes a unique email functionality allowing educators to share customised settings with students and families. This system uses mailto links containing all configuration parameters, enabling seamless transfer of personalised learning environments from classroom to home.

Automated Progress Reporting

Students can automatically send progress reports to educators containing:

• Completion scores
• Time taken for exercises
• Error rates
• Student identification information

This approach aligns with research emphasising the importance of tracking student progress, generating reports, and identifying trends to improve educational outcomes (Research.com, 2025).

Innovative Teaching Tools: Beyond Traditional Educational Software

Several Using Euros applications represent unique innovations in educational technology design:

Shopping with Euros: A Comprehensive Simulation Environment

"Shopping with Euros" functions as a complete retail simulation, allowing educators to:

• Customise product categories (toys, clothing, school supplies, technology, food)
• Set individual product prices
• Control available currency denominations
• Save and share complete shopping scenarios
• Access hidden control elements for advanced teaching options

The application includes sophisticated display options for mathematical relationships, allowing toggle between mixed numbers with symbols (€/¢) and decimal notation—a feature particularly valuable for teaching currency concepts to children with different mathematical ability levels.

Analysing the One Euro Coin: Constructivist Learning

This unique application allows students to deconstruct 1€ and 10¢ coins into smaller denominations through repetitive interaction, with full undo capability for experimentation. This approach embodies constructivist learning principles, allowing students to discover mathematical relationships through direct manipulation.

Research-Validated Effectiveness

The Using Euros project has undergone comprehensive evaluation, receiving 90.0/100 points from the Institute for European Programs Management (IDEP) and recognition as an "example of good practice" on the European Project Results Platform. Research conducted with 79 participants revealed outstanding satisfaction scores above 4.6 out of 5.0 across all 24 evaluation dimensions (Using Euros Research Results, 2025), with particular emphasis on:

• Applications can be integrated into the curriculum (4.82/5.0)
• Teachers/parents can easily adapt activities to user's needs (4.87/5.0)
• Skills acquired are important life skills (4.89/5.0)

Implications for Educational Practice

The Using Euros project demonstrates that technology has the potential to address educational challenges whilst providing personalised learning experiences that adapt to individual needs (British Journal of Educational Technology, 2021). The comprehensive customisation features address key research findings:

Addressing the Matthew Effect: By providing multiple entry points and adaptation mechanisms, the applications ensure that students with the greatest needs receive the most appropriate support, potentially reversing educational disadvantage.

Supporting Diverse Learning Styles: The range of customisation options—from visual and temporal to interactive and assessment-based—acknowledges that there cannot be a single technological solution that would suit the needs of all students with special needs (eLearning Industry, 2018).

Promoting Inclusive Education: The scanning functionality and accessibility features demonstrate that properly designed software and hardware allow students with special needs to get modern education and achieve any required information online (eLearning Industry, 2018).

Conclusion: A New Standard for Educational Software Design

The Using Euros project establishes a new standard for educational software design, demonstrating that comprehensive customisation is not merely beneficial but essential for effective special education technology. The project's success in receiving European excellence recognition whilst maintaining completely free access challenges the prevailing commercial model in educational technology.

As research continues to emphasise the importance of personalised learning, the Using Euros approach provides a replicable model for educational software development. The project demonstrates that when relevant learner characteristics are measured and systematically addressed through software design, significant improvements in learning outcomes can be achieved.

For educators, parents, and policymakers, the Using Euros project offers compelling evidence that investment in comprehensive educational software customisation yields measurable benefits for children with special educational needs. Most importantly, it proves that such innovation need not be commercially driven—the most effective educational tools can emerge from educator-led, research-based development processes committed to universal access and inclusion.

References

Bernacki, M. L., Greene, J. A., & Crompton, H. (2021). Developing personalized education: A dynamic framework. Educational Psychology Review, 33(3), 863-889. https://link.springer.com/article/10.1007/s10648-020-09570-w

British Journal of Educational Technology. (2021). Does technology-supported personalised learning improve learning outcomes for school-aged children? https://bera-journals.onlinelibrary.wiley.com/doi/10.1111/bjet.13116

Edutopia. (2020). Apps for Students With Special Needs—As School Buildings Shutter. https://www.edutopia.org/article/apps-students-special-needs-school-buildings-shutter/

eLearning Industry. (2018). The Use Of Technology In Special Education. https://elearningindustry.com/use-of-technology-in-special-education

Harackiewicz, J. M., & Priniski, S. J. (2018). Personalized Education to Increase Interest. Current Directions in Psychological Science, 27(6), 449-454. https://pmc.ncbi.nlm.nih.gov/articles/PMC6715310/

Jung, E., Wise, A., & Lim, C. (2018). Students with Special Educational Needs and Assistive Technologies. ERIC Educational Resources. https://files.eric.ed.gov/fulltext/EJ1124910.pdf

Keenethics. (2024). How to Develop Special Education Software? https://keenethics.com/blog/how-to-develop-special-education-software

Kingston, N., & Nash, B. (2011). Formative assessment: A meta-analysis and a call for research. Educational Measurement: Issues and Practice, 30(4), 28-37. https://eric.ed.gov/?id=EJ951173

Pane, J. F., Steiner, E. D., Baird, M. D., & Hamilton, L. S. (2015). Continued Progress: Promising Evidence on Personalized Learning. RAND Corporation. https://www.rand.org/pubs/research_reports/RR1365.html

Research.com. (2025). 21 Best Special Education Software for 2025. https://research.com/software/best-special-education-software

University of Texas Permian Basin. (2020). The Use of Technology in Special Education. https://online.utpb.edu/about-us/articles/education/the-use-of-technology-in-special-education/

Zhang, L., Basham, J. D., & Yang, S. (2020). Understanding the implementation of personalized learning: A research synthesis. Educational Research Review, 31, 100339.

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