Open AccessTHE SAS STRATEGY TRAINING FOR CHILDREN WITH ASD IN INCLUSIVE EDUCATIONAL ROBOTICS ACTIVITIES
Author(s) -
Andromachi Nanou,
Evaggelia Tsiomi,
Ανδρέας Οικονόμου,
Dimitris Karampatzakis
Publication year - 2022
Publication title -
education. innovation. diversity
Language(s) - English
Resource type - Journals
ISSN - 2661-5401
DOI - 10.17770/eid2021.2.6723
Subject(s) - teamwork , autism , context (archaeology) , robotics , psychology , educational robotics , inclusion (mineral) , intervention (counseling) , artificial intelligence , computer science , medical education , pedagogy , robot , developmental psychology , medicine , political science , social psychology , paleontology , psychiatry , law , biology
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.