USING ASSISTIVE ROBOTS TO PROMOTE INCLUSIVE EDUCATION – FIRST USER TRIALS

This paper describes the first user trials results of an integrated augmented manipulation and communication robotic assistive technology to enable children with disabilities to actively participate, along with their typically developing peers, in academic activities requiring the manipulation of educational items. Five children with different degrees of physical and communication impairments used the system in their pre-school or first grade classes to perform academic activities designed together with their teachers. Goal attainment scales were defined for each child to assess their performance in the areas of communication, participation, autonomy, and academic achievement. Teachers were interviewed to evaluate their perceptions of the use of the assistive technology and its impact on the student and in the classroom. In general, goal attainment scaling results show that the outcomes were the expected or better for all academic goals. Progress was more moderate for communication, participation, and autonomy goals. Teachers opinions about the system and its impact were positive, though they pointed the need for technical support to prepare and conduct the adapted activities.