ASD-Robot: how to design a 3D printed robot that takes into account an inclusive education approach for children with Autism Spectrum Disorder
Lucia Campitiello, University of Salerno, Italy
Michele Domenico Todino, University of Sannio of Benevento, Italy
Stefano Di Tore, University of Salerno, Italy
Nowadays, assistive technologies introduction’s in didactics e activities not only requires students to learn how to use them but also necessitates teach-ers to know how to incorporate them into their teaching-learning processes. Thus, this requires a teacher’s training, in terms of Media Education, for each educator, better if realized grouping teachers by discipline because each subject can take advantage of assistive technology in a different and more appropriate way. Moreover, some assistive technologies, based on communication technologies, can support scholars with complex communication needs to introduce them to a new virtual school dimension which offers them opportunities for participation and involvement through distance learning, on the other hand, these assistive technologies soothe to fill an absence of body contacts, often considered an essential part of many educational relationships. At the University of Salerno, many research works of LabH study the relationship between robots, education, assistive technologies and disabilities taking into account the complexity of man-machine interaction. This work addresses some issues about correlations between robotics and technologies in their practical application related to autism spectrum disorders.
Assistive technology, 3d printing, educational robotics, autism spectrum disorder, special education.
Track FabLearn Italy 2020
Tecnologie a supporto dell’apprendimento e dell’inclusione