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Using assistive robots to promote inclusive education

2017-05-19Journal article Open access
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dc.contributor.authorEncarnação, P.
dc.contributor.authorLeite, T.
dc.contributor.authorNunes, C.
dc.contributor.authorPonte, M. Nunes da
dc.contributor.authorAdams, K.
dc.contributor.authorCook, A.
dc.contributor.authorCaiado, A.
dc.contributor.authorPereira, J.
dc.contributor.authorPiedade, G.
dc.contributor.authorRibeiro, M.
dc.date.accessioned2021-06-21T13:12:09Z
dc.date.available2021-06-21T13:12:09Z
dc.date.issued2017-05-19
dc.description.abstractPurpose: This paper describes the development and test of physical and virtual integrated augmentative manipulation and communication assistive technologies (IAMCATs) that enable children with motor and speech impairments to manipulate educational items by controlling a robot with a gripper, while communicating through a speech generating device. Method: Nine children with disabilities, nine regular and nine special education teachers participated in the study. Teachers adapted academic activities so they could also be performed by the children with disabilities using the IAMCAT. An inductive content analysis of the teachers’ interviews before and after the intervention was performed. Results: Teachers considered the IAMCAT to be a useful resource that can be integrated into the regular class dynamics respecting their curricular planning. It had a positive impact on children with disabilities and on the educational community. However, teachers pointed out the difficulties in managing the class, even with another adult present, due to the extra time required by children with disabilities to complete the activities. Conclusions: The developed assistive technologies enable children with disabilities to participate in academic activities but full inclusion would require another adult in class and strategies to deal with the additional time required by children to complete the activities. Implications for Rehabilitation Integrated augmentative manipulation and communication assistive technologies are useful resources to promote the participation of children with motor and speech impairments in classroom activities. Virtual tools, running on a computer screen, may be easier to use but further research is needed in order to evaluate its effectiveness when compared to physical tools. Full participation of children with motor and speech impairments in academic activities using these technologies requires another adult in class and adequate strategies to manage the extra time the child with disabilities may require to complete the activities.pt_PT
dc.description.versioninfo:eu-repo/semantics/acceptedVersionpt_PT
dc.identifier.doi10.3109/17483107.2016.1167970
dc.identifier.eid85016216201
dc.identifier.issn1748-3107
dc.identifier.pmid27115833
dc.identifier.urihttp://hdl.handle.net/10400.14/33776
dc.identifier.wos000403392500005
dc.language.isoengpt_PT
dc.peerreviewedyespt_PT
dc.rights.urihttp://creativecommons.org/licenses/by-nc/4.0/pt_PT
dc.subjectAssistive robotspt_PT
dc.subjectAugmentative manipulationpt_PT
dc.subjectInclusive educationpt_PT
dc.titleUsing assistive robots to promote inclusive educationpt_PT
dc.typejournal article
dspace.entity.typePublication
oaire.citation.endPage372pt_PT
oaire.citation.issue4pt_PT
oaire.citation.startPage352pt_PT
oaire.citation.titleDisability and Rehabilitation: Assistive Technologypt_PT
oaire.citation.volume12pt_PT
rcaap.rightsopenAccesspt_PT
rcaap.typearticlept_PT

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