Educational Robotics in inclusive learning environments creates a wide area of research where innovative teaching practices and theoretical approaches are developed and investigated in order for the new growing educational challenges to be met. In this context, an educational intervention research was carried out using mixed research methodology. The aim of the research was to investigate the effect of the“SAS Strategy Training” a strategy that developed to foster the participation of children with autism, at level 2, in inclusive teamwork with peers during construction and programming LEGO Mindstorms. 2 children, 10-11 years old, diagnosed with autism, at level 2, participated in two inclusive educational robotics teams with typical peers. Τhe SaS Strategy has been integrated in the collaboration script that was designed to support the interaction between the team members during their collaboration on programming LEGO Mindstorms. The “SaS Strategy Training” had encouraging results in reducing the barriers of the participation of the children with autism in teamwork with their typical peers. Critical questions, reflections and new research horizons emerged.
A qualitative, action research study has been conducted to investigate cooperative learning strategies for children with ASD and typical development during educational robotic activities. The participants were 4 children, 2 with ASD and 2 with typical development, around the ages of 12-14. The sessions were held at “School for all: Tokei Maru” in Thessaloniki, once a week, for 3 months. Observation protocols, researcher's diary, and interviews were used for data collection. Children with ASD, although they had a strong motivation to participate in robotic activities, exhibited disruptive behaviors. The cooperative learning strategy was not effective. Self-regulation strategies have proven helpful in limiting the disrupting behaviors of children with ASD and in supporting cooperative learning.
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