Cooperative Strategies for Children With Autism Spectrum Disorders in Inclusive Robotics Activities

Abstract

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.

Collaborative Educational Robotics for the Inclusion of Children With Disabilities

“…One was conducted in an afterschool inclusive setting. As the learning environment, all over the world, comes more inclusive it is hopeful that research on inclusive practices concerning ER collaborative activities has started to attract the interest of the researchers in the field (Chaidi et al, 2021;Fachantidis et al, 2020;Nanou et al, 2022;Tsiomi & Nanou, 2020).…”

“…Concerning the 3rd research question on the specific methods that are being used to foster collaboration only five of the 11 researchers describe specific methods in order for the collaboration to be developed. three of the five research studies (Fachantidis et al, 2020;Lindsay & Lam, 2018;Nanou et al, 2022) use the method of specific role assigning but only one supported scaffolding of the process of collaboration using a specific strategy (Nanou et al, 2020). According to (Yuen et al, 2014) children with developmental disabilities without proper scaffolding little interaction can develop with peers and gain little from the collaboration.…”

“…The increasing research interest in how the ER collaborative projects could facilitate the social interactions or motivate and enhance the collaboration of children with ND in special or inclusive educational settings is ascertained (Werry et al, 2001;Wainer et al, 2010;Lindsay, 2011;Tsiomi & Nanou, 2020;Nanou et al, 2022;Yuen et al, 2014). It is not only that ER reveals hidden potentials and skills (Karna-Lin et al, 2006), but also that supports and motivates the manifestation of social behaviours for children with disabilities in a variety of communication contexts.…”

“…It is not only that ER reveals hidden potentials and skills (Karna-Lin et al, 2006), but also that supports and motivates the manifestation of social behaviours for children with disabilities in a variety of communication contexts. The characteristics and the role that the educational robots (ERs) are here to play, the learning objectives of the educational processes and the quality of the interactions that children with disabilities develop when they participate in the collaborative ER activities are the focus of research internationally (Huskens et al, 2013;Huijnen et al, 2019, Werry et al, 2001Wainer et al, 2010;Lindsay, 2011;Tsiomi & Nanou, 2020;Nanou et al, 2022;Yuen et al, 2014). The strong research interest regarding the role of educational robots in the enhancement of social skills is developed in addition by the need to utilise ER in inclusive environments as, since 2000, the inclusive education through which the 21 st -Century skills are equally cultivated for all students has been promoted internationally (UNESCO, 2016).…”

The Participation of Students with Autism in Educational Robotics: A Scoping Review

“…By taking advantage of their strengths and interests, ER creates a suitable environment for students with autism (especially those that have a special interest in using new technologies) in terms of bringing out their potential, recognizing their abilities, and building their self-esteem, as well as becoming accepted by their peers. Evidence-based research highlights the potential of programming ERs not only for individuals with high-functioning autism but also for mid-functioning individuals who need substantial support (Lahav et al 2019;Nanou et al 2022;Tsiomi and Nanou 2020).…”