Robots in play in sp ed


Published on

the use of Robots in Special Education

Published in: Education, Technology, Business
  • Be the first to comment

  • Be the first to like this

Robots in play in sp ed

  1. 1. Using Robots in PlaySpecial EducationJacqueline Astrof-Bennett
  2. 2. •  What do you think a teacher/ teachers’ assistant looks like?•  How do they act?•  What do you expect of them? Meet RUBI RUBI is employed as a teaching assistant in a San Diego nursery school 2
  3. 3. What is a robot?Definition: “Robots are machines that can produce some human tasks or imitate some of the things that a person can do” Merriam-Webster Definition 1 a : a machine that looks like a human being and performs various complex acts (as walking or talking) of a human being; also : a similar but fictional machine whose lack of capacity for human emotions is often emphasized b : an efficient insensitive person who functions automatically 2 : a device that automatically performs complicated often repetitive tasks 3 : a mechanism guided by automatic controls
  4. 4. Can Robots be effective teachers? •  If Robots are to be truly effective guides, they will have to do what any good teacher does: –  Learn from students when a lesson is taking hold and when it is falling flat •  All this is still experimental – and there is some controversy around using robots in education 4
  5. 5. How are robots currently being used? •  Children are responding to robots very positively – and robots are being deployed all around the world •  For example, South Korea is hiring 100 robots as teachers’ aides
  6. 6. Using robots to overcomemobility issues •  Children with special needs are unable to play with their peers •  For severe cases, such as children with mobility •  As babies develop they engage with their world around them – for many babies as well as children, not being able to move around their environment can hinder their ability to play and interact with others Video: ride on robots: youtube – baby motor chairs 6
  7. 7. The importance of play •  Play is a natural part of childhood development. Without play, a child’s development cannot be complete •  By playing, a child safely probes his/her limits, explores the world, brings forth emotions and feelings that would otherwise remain unexpressed •  Today, in special education, play is in fact a widely implemented methodology that is used over a broad range of objectives in the cognitive, social and motor fields •  It is used to facilitate participation and inclusion in daily living environments and to evaluate many areas of childhood development
  8. 8. The role of robots in play •  Robots appear to be one of the most promising areas of educational technological development •  Robots are real objects that exist and act in the real world: they can move in three- dimensional space and with the surrounding environment •  Can allow those with sever motor impairment to move in the play environment or to manipulate objects independently 8
  9. 9. What type of children canbenefit from Robots? •  Any child who is denied access to the variety of play activities due to some type of limitation (a child must be conscious and have some short- and long-term memory function •  A study done by IROMEC (Research conducted in various European countries) concludes that the following types of children benefit most from interacting with robots: •  Children with severe motor impairment •  Children with mild mental retardation •  Children with autism
  10. 10. How do Robots work with childrenwith motor impairments? •  The child can control the robot based on his/her initiative •  Can interact with objects around him/her •  Can more the robot as a physical object •  Can move around and act instead of the child •  Can be a play mediator to stimulate new play behaviors thanks to the social interaction •  Promotes visual/ tactile feedback •  Can have an assistive function to carry on the task •  Use of animated dolls/pets who can be controlled by the child •  Physical: robotic ball can be thrown using a voice command 10
  11. 11. How do Robots work with childrenwith mental retardation? •  Used to support active behaviors –if the child doesn’t react the robot could stimulate the child by capturing his/her attention •  Used to motivate and support a child in creating more complex structures (i.e. block building) •  Can give advice to child and model it- new actions •  Represent a character – interact with child  stimulate new play behaviors (i.e. robot doll asks for milk when waking from a nap)
  12. 12. Robots help children with Autism along a numberof dimensionsTake action to Can be a play Can support the Can support playprevent the autistic mediator child in maintaining due to itschild from fixating representing a rules of games and predictable behavioron some repetitive known character turn takingaspect whose behaviors can be precisely adapted and improved Key benefits •  Robots’ behavior can be gradually changed to meet the child’s needs •  Appearance is simpler to children an not scary
  13. 13. How do Robots work with childrenwith autism? •  Robots’ behavior can be gradually changed to meet the child’s needs •  Appearance is simpler to children an not scary •  Take action to prevent the autistic child from fixating on some repetitive aspect •  Can support play due to its predictable behavior •  Can be a play mediator representing a known character whose behaviors can be precisely adapted and improved •  Can support the child in maintaining rules of games and turn taking 12
  14. 14. Conclusion •  Robots have great potential for children with special needs •  Keep in mind this work is still in experimental stages. There is some controversy around this issue •  Play is just one aspect where robots can be useful References: • • 2010: •  http: homepages/ •  www. • •