The paper presents the currently developed framework for analysis of accessibility in digital and e-Learning systems, which extends the subject-object relation by including robots in the interaction process. A mainstream experimental framework in special educationfalse-belief task -is analyzed from a Piagetian perspective and modified to account for the intermediate role of the robot in supporting the learner acquire new knowledge or access the digital and e-Learning information available in the World. The paper concludes with some ideas for future research.