Open AccessCOOPERATIVE STRATEGIES FOR CHILDREN WITH AUTISM SPECTRUM DISORDERS IN INCLUSIVE ROBOTICS ACTIVITIES
Author(s) -
Evaggelia Tsiomi,
Andromachi Nanou
Publication year - 2020
Publication title -
sabiedrība, integrācija, izglītība/sabiedrība. integrācija. izglītība/society. integration. education
Language(s) - English
Resource type - Journals
eISSN - 2256-0629
pISSN - 1691-5887
DOI - 10.17770/sie2020vol4.5147
Subject(s) - autism , limiting , psychology , developmental psychology , autistic spectrum , action (physics) , qualitative research , typically developing , qualitative property , autism spectrum disorder , computer science , engineering , mechanical engineering , social science , physics , quantum mechanics , machine learning , sociology
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.