Existing Robotics Technologies for Implementation of Special Education

Abstract

Collaborative robots (Cobots) are described from the point of view of the cognitive processes underlying the perception and emotional expression of learners based on individual human interacting with non-humanoid robots. The chapter describes a project that is aimed at the development and prototyping of mobile cognitive robotic system designed for service and assistance to people with disabilities. In creating this robot called “AnRI” (anthropomorphic robot intelligent) the experience from building the previous one was used, and it was used in the project Conduct Research into the Adoption of Robotic Technologies in Special Education by Children, Young People, and Pedagogical Specialists. It is described as a device of the robot and realization of cognitive processes to integrate knowledge-related information from sensors, actuators, and multiple sources of information vital to the process of serving people with disabilities.

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“…Every robot within an autonomously automated system has to do three things: perceive its environment, make decisions based on those perceptions, and act on its environment based on those decisions ( Zahariev and Valchkova, 2019 ). During previous phases of automation, engineering effort focused on actuation and building the hardware to perform tasks where perception and decision-making are relatively easy.…”

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“…The inclusion of robots in the teaching of foreign languages is especially effective, when the learners can learn to pronounce words correctly, to guess the names of the subjects indicated to them, to lead dialogues in the studied language. Robots are very useful when working with students with special needs [8,9]. Multimodal interfaces are used, including speech, gestures and various input devices [10].…”