Can Assistive Technology Help Us to Not Leave Any Child Behind?

Robots as Assistive Technology Tools to Enhance Cognitive Abilities and Foster Valuable Learning Experiences among Young Children With Autism Spectrum Disorder

“…The single case study evidence presented herein has the potential to make a meaningful contribution to the body of literature on special education teaching and learning, particularly for children with ASD. Furthermore, our findings promote understanding and highlight ways that special education curriculum can adopt the notion of play-based learning through robotic intervention, thus supporting the theoretical lens of [56] in the following four ways: (1) providing nonformal therapy and learning in classrooms, (2) enabling the integration of activities with active learning, (3) offering a simple curriculum design focused on the early stages of autism, and (4) using AT to conduct activities and reinforce the child's learning development.…”

“…Second, another goal of this study was to gather insight into how robots, as AT tools, provide valuable learning experiences to children with ASD. The results from interviews with special education teachers highlighted four remarkable learning experiences created in classrooms through robotic interventions: (1) increase student interest in learning and student engagement in classroom activities, (2) attract and retain student attention and focus on classroom activities, (3) trigger interactions and communication among the child, the robot and another person, and (4) create an element of happiness, fun and leisure as children engage in learning activities in the classroom. These learning experiences were defined based on the teachers' vast experiences in educating and scaffolding the learning of children with ASD.…”

“…The interviews with the six special education teachers revealed that robotics learning resulted in four valuable classroom learning experiences. Specifically, robotics learning (1) promoted student interest in learning and increased student engagement in classroom activities; (2) attracted the attention of students and encouraged them to focus on engaging in classroom activities; (3) triggered interactions and communication among the child, the robot and another person; and (4) created an atmosphere of joy and fun while engaging in classroom learning activities.…”

“…Today, as many as 1 in 160 children globally are affected by this condition [1]. Many studies have concluded that children with ASD face increased challenges in keeping pace with their typically developing peers [2]- [5]. Accordingly, if these children are not provided with some type of intervention and the right scaffolding, the results can have a detrimental effect on their knowledge and skill development [6].…”

From the Coordinator

“…There is evidence that embedding language and learning activities within daily routines supports positive learning outcomes for children (Pretti-Frontczak & Bricker, 2001). In a review of research, AT applications with infants and toddlers with disabilities, Weikle and Hadadian (2003) summarized several promising assistive technology efforts. Their review identified several studies that have promoted the use of various technologies, such as computers to increase emergent literacy skills and receptive and expressive communication.…”