Araştırma Makalesi
BibTex RIS Kaynak Göster

Inclusive Education for Young Children with Autism Spectrum Disorder: Use of Humanoid Robots and Virtual Agents to Alleviate Symptoms and Improve Skills, and A Pilot Study

Yıl 2022, Cilt: 7 Sayı: 2, 274 - 282, 06.07.2022

Ayşe Tuna

https://doi.org/10.53850/joltida.1071876

Öz

Individuals with Autism Spectrum Disorder often struggle to establish and keep positive relationships with peers and adults because of communication and social difficulties. It has been shown that humanoid robots and virtual agents can enable interventionists to maximize engagement during instruction and program for generalization. Humanoid robots have also been employed as a mediator and therapeutic support tool for children with Autistic Spectrum Disorder so that inclusive education for young children with Autism Spectrum Disorder can be achieved. Similarly, the findings obtained in many research studies carried out recently support the use of technology-aided interventions and instruction with interactive virtual agents on children with Autism Spectrum Disorder. Therefore, in this study, the use of humanoid robots and virtual agents for inclusive education is reviewed and a pilot study is presented. In addition, challenges, opportunities and future research directions in this domain are provided.

Anahtar Kelimeler

Inclusive Education Autism Spectrum Disorder Humanoid Robots Virtual Agents Virtual Reality Environment

Kaynakça

  • Ainscow, M., Dyson, A., & Weiner, S. (2013). From Exclusion to Inclusion: Ways of Responding in Schools to Students with Special Educational Needs. https://files.eric.ed.gov/fulltext/ED546818.pdf
  • Alcorn, A. M., Ainger, E., Charisi, V., Mantinioti, S., Petrović, S., Schadenberg, B. R., Tavassoli, T., & Pellicano, E. (2019). Educators' Views on Using Humanoid Robots with Autistic Learners in Special Education Settings in England. Frontiers in Robotics and AI, 6, 107. doi: 10.3389/frobt.2019.00107
  • Andrews, D., Walton, E., & Osman, R. (2021). Constraints to the implementation of inclusive teaching: a cultural historical activity theory approach. International Journal of Inclusive Education, 25(13), 1508-1523. doi: 10.1080/13603116.2019.1620880
  • Bakken, J. P. (2016). General and Special Education Inclusion in an Age of Change: An Introduction. General and Special Education Inclusion in an Age of Change: Impact on Students with Disabilities (Advances in Special Education, Vol. 31), Emerald Group Publishing Limited, Bingley, pp. 1-12. doi: 10.1108/S0270-401320160000031001
  • Berryman, M., Ford, T., Nevin, A., & SooHoo, S. (2015). Culturally Responsive Contexts: Establishing Relationships for Inclusion. International journal of special education, 30, 39-51.
  • Boccanfuso, L., Scarborough, S., Abramson, R. K., Hall, A. V., Wright, H. H., & O’Kane, J. M. (2017). A low-cost socially assistive robot and robot-assisted intervention for children with autism spectrum disorder: Field trials and lessons learned. Autonomous Robots, 41, 637-655. doi: 10.1007/s10514-016-9554-4
  • Brodzeller, K. L., Ottley, J. R., Jung, J., & Coogle, C. G. (2018). Interventions and Adaptations for Children with Autism Spectrum Disorder in Inclusive Early Childhood Settings. Early Childhood Education Journal, 46, 277-286. doi: 10.1007/s10643-017-0859-5
  • Chang, C. -W., Lee, J. -H., Chao, P. -Y., Wang, C. -Y., & Chen, G. -D. (2010). Exploring the Possibility of Using Humanoid Robots as Instructional Tools for Teaching a Second Language in Primary School. Educational Technology & Society, 13 (2), 13-24.
  • Charlton, C. T., Kellems, R. O., Black, B., Bussey, H. C., Ferguson, R., Goncalves, B., Jensen, M., & Vallejo, S. R. (2020). Effectiveness of avatar-delivered instruction on social initiations by children with Autism Spectrum Disorder. Research in Autism Spectrum Disorders, 71, 101494. doi: 10.1016/j.rasd.2019.101494
  • Cheng, Y., & Huang, R. (2012). Using virtual reality environment to improve joint attention associated with pervasive developmental disorder. Research in developmental disabilities, 33(6), 2141-2152. doi: 10.1016/j.ridd.2012.05.023
  • Conner, D. J., & Ferri, B. A. (2007). The conflict within: resistance to inclusion and other paradoxes in special education. Disability & Society, 22(1), 63-77. doi: 10.1080/09687590601056717
  • Desideri, L., Negrini, M., Cutrone, M. C., Rouame, A., Malavasi, M., Hoogerwerf, E. J., Bonifacci, P., & Di Sarro, R. (2017). Exploring the Use of a Humanoid Robot to Engage Children with Autism Spectrum Disorder (ASD). Studies in health technology and informatics, 242, 501-509. doi: 10.3233/978-1-61499-798-6-501
  • DiPietro, J., Kelemen, A., Liang, Y., & Sik-Lanyi, C. (2019). Computer- and Robot-Assisted Therapies to Aid Social and Intellectual Functioning of Children with Autism Spectrum Disorder. Medicina (Kaunas, Lithuania), 55(8), 440. doi: 10.3390/medicina55080440
  • Diyas, Y., Brakk, D., Aimambetov, Y., & Sandygulova, A. (2016). Evaluating Peer Versus Teacher Robot within Educational Scenario of Programming Learning. In Proceedings of the Eleventh ACM/IEEE International Conference on Human Robot Interaction (HRI '16) (pp. 425-426).
  • Dominguez, A., Ziviani, J., & Rodger, S. (2006). Play behaviours and play object preferences of young children with autistic disorder in a clinical play environment. Autism : the international journal of research and practice, 10(1), 53-69. doi: 10.1177/1362361306062010
  • EDUROB. Edurob / Home. (2013). Retrieved February 6, 2022, from http://edurob.eu/
  • Feng, S., Wang, X., Wang, Q., Fang, J., Wu, Y., Yi, L., & Wei, K. (2018). The uncanny valley effect in typically developing children and its absence in children with autism spectrum disorders. PloS one, 13(11), e0206343. doi: 10.1371/journal.pone.0206343
  • Gabbay-Dizdar, N., Ilan, M., Meiri, G., Faroy, M., Michaelovski, A., Flusser, H., Menashe, I., Koller, J., Zachor, D. A., & Dinstein, I. (2021). Early diagnosis of autism in the community is associated with marked improvement in social symptoms within 1–2 years. Autism. doi: 10.1177/13623613211049011
  • Haug, P. (2017). Understanding inclusive education: ideals and reality. Scandinavian Journal of Disability Research, 19(3), 206-217. doi: 10.1080/15017419.2016.1224778
  • Hehir, T., Grindal, T., Freeman, B. A., Lamoreau, R., Borquaye, Y., & Burke, S. (2016). A Summary of the Evidence on Inclusive Education. https://alana.org.br/wp-content/uploads/2016/12/A_Summary_of_the_evidence_on_inclusive_education.pdf
  • Hurst, A. (Ed.). (2018). Higher Education and Disabilities: International Approaches (1st ed.). Routledge. doi: 10.4324/9780429454011
  • Invirtua. (2021, May 6). Avatar adventures. Invirtua Avatars for Autism. Retrieved February 6, 2022, from https://invirtua.com/avatar-adventures/
  • Karakosta, E., Dautenhahn, K., Syrdal, D., Wood, L. & Robins, B. (2019). Using the humanoid robot Kaspar in a Greek school environment to support children with Autism Spectrum Condition. Paladyn, Journal of Behavioral Robotics, 10(1), 298-317. doi: 10.1515/pjbr-2019-0021
  • Kucuk, S., & Sisman, B. (2017). Behavioral patterns of elementary students and teachers in one-to-one robotics instruction. Computers & Education, 111, 31-43. doi: 10.1016/j.compedu.2017.04.002
  • Kumazaki, H., Yoshikawa, Y., Yoshimura, Y., Ikeda, T., Hasegawa, C., Saito, D. N., Tomiyama, S., An, K. M., Shimaya, J., Ishiguro, H., Matsumoto, Y., Minabe, Y., & Kikuchi, M. (2018). The impact of robotic intervention on joint attention in children with autism spectrum disorders. Molecular autism, 9, 46. doi: 10.1186/s13229-018-0230-8
  • Loreman, T., Deppeler, J., & Harvey, D. (2005). Inclusive education: A practical guide to supporting diversity in the classroom. London: RoutledgeFalmer.
  • McCay, L. O., & Keyes, D. W. (2001). Developing Social Competence in the Inclusive Primary Classroom, Childhood Education, 78(2), 70-78. doi: 10.1080/00094056.2002.10522707
  • Miles, S. (2000). Overcoming Resource Barriers: the challenge of implementing inclusive education in rural areas. Workshop paper presented at: A Symposium on Development Policy entitled, "Children with Disabilities and the Convention on the Rights of the Child", Gustav Stresemann Institute, Bonn, Germany, October 27-29, 2000. https://www.eenet.org.uk/resources/docs/bonn_1.docx
  • Mori, M. (1970). The uncanny valley. Energy, 7, 33-35.
  • Moon, S. J., Hwang, J., Hill, H. S., Kervin, R., Birtwell, K. B., Torous, J., McDougle, C. J., & Kim, J. W. (2020). Mobile device applications and treatment of autism spectrum disorder: a systematic review and meta-analysis of effectiveness. Archives of disease in childhood, 105(5), 458-462. doi: 10.1136/archdischild-2019-318258
  • Mubin, O., Stevens, C. J., Shahid, S. Al Mahmud, A., & Dong, J.-J. (2013). A review of the applicability of robots in education. Journal of Technology in Education and Learning, 1.
  • Naber, F. B., Bakermans-Kranenburg, M. J., van Ijzendoorn, M. H., Swinkels, S. H., Buitelaar, J. K., Dietz, C., van Daalen, E., & van Engeland, H. (2008). Play behavior and attachment in toddlers with autism. Journal of autism and developmental disorders, 38(5), 857-866. doi: 10.1007/s10803-007-0454-5
  • Nao Software 1.14.5 documentation. Choregraphe overview - NAO Software 1.14.5 documentation. (2021). Retrieved February 7, 2022, from http://doc.aldebaran.com/1-14/software/choregraphe/choregraphe_overview.html
  • Oliva, D. V. (2016). Barriers and resources to learning and participation of inclusive students. Psicologia USP, 27(3), 492-502. doi: 10.1590/0103-656420140099
  • Rakhymbayeva, N., Amirova, A., & Sandygulova, A. (2021). A Long-Term Engagement with a Social Robot for Autism Therapy. Frontiers in Robotics and AI, 8, 669972. doi: 10.3389/frobt.2021.669972
  • Ravindran, V., Osgood, M., Sazawal, V., Solorzano, R., & Turnacioglu, S. (2019). Virtual Reality Support for Joint Attention Using the Floreo Joint Attention Module: Usability and Feasibility Pilot Study. JMIR pediatrics and parenting, 2(2), e14429. doi: 10.2196/14429
  • Reed, S. (2007). The Importance of Symbolic Play as a Component of the Early Childhood Curriculum. Essays in Education, 19, Article 4.
  • Robins, B., Dautenhahn, K., & Dickerson, P. (2012). Embodiment and Cognitive Learning – Can a Humanoid Robot Help Children with Autism to Learn about Tactile Social Behaviour?. In: Ge S.S., Khatib O., Cabibihan JJ., Simmons R., Williams MA. (eds) Social Robotics. ICSR 2012. Lecture Notes in Computer Science, vol 7621. Springer, Berlin, Heidelberg. doi: 10.1007/978-3-642-34103-8_7
  • Serholt, S., Barendregt, W., Vasalou, A., Alves-Oliveira, P., Jones, A., Petisca, S., & Paiva, A. (2016). The case of classroom robots: teachers’ deliberations on the ethical tensions. AI & SOCIETY, 32, 613-631. doi: doi: 10.1007/s00146-016-0667-2
  • Shamsuddin, S., Yussof, H., Ismail L. I., Mohamed, S., Hanapiah, F. A., & Zahari, N. I. (2012). Initial Response in HRI- a Case Study on Evaluation of Child with Autism Spectrum Disorders Interacting with a Humanoid Robot NAO. Procedia Engineering, 41, 1448-1455. doi: 10.1016/j.proeng.2012.07.334
  • SoftBank Robotics. (2021). NAO the humanoid and programmable robot: Softbank Robotics. SoftBank Robotics - Group. Retrieved February 6, 2022, from https://www.softbankrobotics.com/emea/en/nao
  • SoftBank Robotics & ERM. (2021). SNAO, a humanoid robot as a therapeutic mediator for young people with autism [White paper]. SoftBank Robotics. https://www.softbankrobotics.com/emea/sites/default/files/blog/2021_NAO_Autism_EN.pdf
  • Suleymanov, F. (2015). Issues of Inclusive Education: Some Aspects to be Considered. Electronic Journal for Inclusive Education, 3(4), Article 8.
  • Tanaka, F., & Kimura, T. (2009). The use of robots in early education: a scenario based on ethical consideration. In Proceedings of the 18th IEEE international symposium on robot and human interactive communication (pp. 558-560), Toyama, Japan.
  • Tazhigaliyeva, N., Diyas, Y., Brakk, D., Aimambetov, Y., & Sandygulova, A. (2016). Learning with or from the Robot: Exploring Robot Roles in Educational Context with Children. In Proceedings of International Conference on Social Robotics.
  • Thiemann-Bourque, K. S., Brady, N. C., & Fleming, K. K. (2012). Symbolic play of preschoolers with severe communication impairments with autism and other developmental delays: more similarities than differences. Journal of autism and developmental disorders, 42(5), 863-873. doi: 10.1007/s10803-011-1317-7
  • UNESCO (1994). The Salamanca Statement and Framework for Action on Special Needs Education. Adopted by the World Conference on Special Needs Education: Access and Quality. Salamanca, Spain: UNESCO. United Nations Convention on the Rights of Persons with Disabilities, December 13, 2006, https://www.ohchr.org/en/hrbodies/crpd/pages/conventionrightspersonswithdisabilities.aspx
  • Warreyn, P., Roeyers, H., & De Groote, I. (2005). Early social communicative behaviours of preschoolers with autism spectrum disorder during interaction with their mothers. Autism : the international journal of research and practice, 9(4), 342-361. doi: 10.1177/1362361305056076
  • White, S. W., Oswald, D., Ollendick, T., & Scahill, L. (2009). Anxiety in children and adolescents with autism spectrum disorders. Clinical psychology review, 29(3), 216-229. doi: 10.1016/j.cpr.2009.01.003
  • Yaman, Y., & Şişman, B. (2019). Robot Assistants in Education of Children with Autism: Interaction Between The Robot and The Child. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 21 (1), 1-19. doi: 10.17556/erziefd.472009
  • Zhang, Y., Song, W., Tan, Z., Zhu, H., Wang, Y., Lam, C. M., Weng, Y., Hoi, S. P., Lu, H., Chan, B. S., Chen, J., & Yi, L. (2019). Could social robots facilitate children with autism spectrum disorders in learning distrust and deception? Computers in Human Behavior, 98, 140-149. doi: 10.1016/j.chb.2019.04.008
  • Zwane, S. L., & Malale, M. M. (2018). Investigating barriers teachers face in the implementation of inclusive education in high schools in Gege branch, Swaziland. African journal of disability, 7, 391. doi: 10.4102/ajod.v7i0.391

Yıl 2022, Cilt: 7 Sayı: 2, 274 - 282, 06.07.2022

Ayşe Tuna

https://doi.org/10.53850/joltida.1071876

Öz

Kaynakça

  • Ainscow, M., Dyson, A., & Weiner, S. (2013). From Exclusion to Inclusion: Ways of Responding in Schools to Students with Special Educational Needs. https://files.eric.ed.gov/fulltext/ED546818.pdf
  • Alcorn, A. M., Ainger, E., Charisi, V., Mantinioti, S., Petrović, S., Schadenberg, B. R., Tavassoli, T., & Pellicano, E. (2019). Educators' Views on Using Humanoid Robots with Autistic Learners in Special Education Settings in England. Frontiers in Robotics and AI, 6, 107. doi: 10.3389/frobt.2019.00107
  • Andrews, D., Walton, E., & Osman, R. (2021). Constraints to the implementation of inclusive teaching: a cultural historical activity theory approach. International Journal of Inclusive Education, 25(13), 1508-1523. doi: 10.1080/13603116.2019.1620880
  • Bakken, J. P. (2016). General and Special Education Inclusion in an Age of Change: An Introduction. General and Special Education Inclusion in an Age of Change: Impact on Students with Disabilities (Advances in Special Education, Vol. 31), Emerald Group Publishing Limited, Bingley, pp. 1-12. doi: 10.1108/S0270-401320160000031001
  • Berryman, M., Ford, T., Nevin, A., & SooHoo, S. (2015). Culturally Responsive Contexts: Establishing Relationships for Inclusion. International journal of special education, 30, 39-51.
  • Boccanfuso, L., Scarborough, S., Abramson, R. K., Hall, A. V., Wright, H. H., & O’Kane, J. M. (2017). A low-cost socially assistive robot and robot-assisted intervention for children with autism spectrum disorder: Field trials and lessons learned. Autonomous Robots, 41, 637-655. doi: 10.1007/s10514-016-9554-4
  • Brodzeller, K. L., Ottley, J. R., Jung, J., & Coogle, C. G. (2018). Interventions and Adaptations for Children with Autism Spectrum Disorder in Inclusive Early Childhood Settings. Early Childhood Education Journal, 46, 277-286. doi: 10.1007/s10643-017-0859-5
  • Chang, C. -W., Lee, J. -H., Chao, P. -Y., Wang, C. -Y., & Chen, G. -D. (2010). Exploring the Possibility of Using Humanoid Robots as Instructional Tools for Teaching a Second Language in Primary School. Educational Technology & Society, 13 (2), 13-24.
  • Charlton, C. T., Kellems, R. O., Black, B., Bussey, H. C., Ferguson, R., Goncalves, B., Jensen, M., & Vallejo, S. R. (2020). Effectiveness of avatar-delivered instruction on social initiations by children with Autism Spectrum Disorder. Research in Autism Spectrum Disorders, 71, 101494. doi: 10.1016/j.rasd.2019.101494
  • Cheng, Y., & Huang, R. (2012). Using virtual reality environment to improve joint attention associated with pervasive developmental disorder. Research in developmental disabilities, 33(6), 2141-2152. doi: 10.1016/j.ridd.2012.05.023
  • Conner, D. J., & Ferri, B. A. (2007). The conflict within: resistance to inclusion and other paradoxes in special education. Disability & Society, 22(1), 63-77. doi: 10.1080/09687590601056717
  • Desideri, L., Negrini, M., Cutrone, M. C., Rouame, A., Malavasi, M., Hoogerwerf, E. J., Bonifacci, P., & Di Sarro, R. (2017). Exploring the Use of a Humanoid Robot to Engage Children with Autism Spectrum Disorder (ASD). Studies in health technology and informatics, 242, 501-509. doi: 10.3233/978-1-61499-798-6-501
  • DiPietro, J., Kelemen, A., Liang, Y., & Sik-Lanyi, C. (2019). Computer- and Robot-Assisted Therapies to Aid Social and Intellectual Functioning of Children with Autism Spectrum Disorder. Medicina (Kaunas, Lithuania), 55(8), 440. doi: 10.3390/medicina55080440
  • Diyas, Y., Brakk, D., Aimambetov, Y., & Sandygulova, A. (2016). Evaluating Peer Versus Teacher Robot within Educational Scenario of Programming Learning. In Proceedings of the Eleventh ACM/IEEE International Conference on Human Robot Interaction (HRI '16) (pp. 425-426).
  • Dominguez, A., Ziviani, J., & Rodger, S. (2006). Play behaviours and play object preferences of young children with autistic disorder in a clinical play environment. Autism : the international journal of research and practice, 10(1), 53-69. doi: 10.1177/1362361306062010
  • EDUROB. Edurob / Home. (2013). Retrieved February 6, 2022, from http://edurob.eu/
  • Feng, S., Wang, X., Wang, Q., Fang, J., Wu, Y., Yi, L., & Wei, K. (2018). The uncanny valley effect in typically developing children and its absence in children with autism spectrum disorders. PloS one, 13(11), e0206343. doi: 10.1371/journal.pone.0206343
  • Gabbay-Dizdar, N., Ilan, M., Meiri, G., Faroy, M., Michaelovski, A., Flusser, H., Menashe, I., Koller, J., Zachor, D. A., & Dinstein, I. (2021). Early diagnosis of autism in the community is associated with marked improvement in social symptoms within 1–2 years. Autism. doi: 10.1177/13623613211049011
  • Haug, P. (2017). Understanding inclusive education: ideals and reality. Scandinavian Journal of Disability Research, 19(3), 206-217. doi: 10.1080/15017419.2016.1224778
  • Hehir, T., Grindal, T., Freeman, B. A., Lamoreau, R., Borquaye, Y., & Burke, S. (2016). A Summary of the Evidence on Inclusive Education. https://alana.org.br/wp-content/uploads/2016/12/A_Summary_of_the_evidence_on_inclusive_education.pdf
  • Hurst, A. (Ed.). (2018). Higher Education and Disabilities: International Approaches (1st ed.). Routledge. doi: 10.4324/9780429454011
  • Invirtua. (2021, May 6). Avatar adventures. Invirtua Avatars for Autism. Retrieved February 6, 2022, from https://invirtua.com/avatar-adventures/
  • Karakosta, E., Dautenhahn, K., Syrdal, D., Wood, L. & Robins, B. (2019). Using the humanoid robot Kaspar in a Greek school environment to support children with Autism Spectrum Condition. Paladyn, Journal of Behavioral Robotics, 10(1), 298-317. doi: 10.1515/pjbr-2019-0021
  • Kucuk, S., & Sisman, B. (2017). Behavioral patterns of elementary students and teachers in one-to-one robotics instruction. Computers & Education, 111, 31-43. doi: 10.1016/j.compedu.2017.04.002
  • Kumazaki, H., Yoshikawa, Y., Yoshimura, Y., Ikeda, T., Hasegawa, C., Saito, D. N., Tomiyama, S., An, K. M., Shimaya, J., Ishiguro, H., Matsumoto, Y., Minabe, Y., & Kikuchi, M. (2018). The impact of robotic intervention on joint attention in children with autism spectrum disorders. Molecular autism, 9, 46. doi: 10.1186/s13229-018-0230-8
  • Loreman, T., Deppeler, J., & Harvey, D. (2005). Inclusive education: A practical guide to supporting diversity in the classroom. London: RoutledgeFalmer.
  • McCay, L. O., & Keyes, D. W. (2001). Developing Social Competence in the Inclusive Primary Classroom, Childhood Education, 78(2), 70-78. doi: 10.1080/00094056.2002.10522707
  • Miles, S. (2000). Overcoming Resource Barriers: the challenge of implementing inclusive education in rural areas. Workshop paper presented at: A Symposium on Development Policy entitled, "Children with Disabilities and the Convention on the Rights of the Child", Gustav Stresemann Institute, Bonn, Germany, October 27-29, 2000. https://www.eenet.org.uk/resources/docs/bonn_1.docx
  • Mori, M. (1970). The uncanny valley. Energy, 7, 33-35.
  • Moon, S. J., Hwang, J., Hill, H. S., Kervin, R., Birtwell, K. B., Torous, J., McDougle, C. J., & Kim, J. W. (2020). Mobile device applications and treatment of autism spectrum disorder: a systematic review and meta-analysis of effectiveness. Archives of disease in childhood, 105(5), 458-462. doi: 10.1136/archdischild-2019-318258
  • Mubin, O., Stevens, C. J., Shahid, S. Al Mahmud, A., & Dong, J.-J. (2013). A review of the applicability of robots in education. Journal of Technology in Education and Learning, 1.
  • Naber, F. B., Bakermans-Kranenburg, M. J., van Ijzendoorn, M. H., Swinkels, S. H., Buitelaar, J. K., Dietz, C., van Daalen, E., & van Engeland, H. (2008). Play behavior and attachment in toddlers with autism. Journal of autism and developmental disorders, 38(5), 857-866. doi: 10.1007/s10803-007-0454-5
  • Nao Software 1.14.5 documentation. Choregraphe overview - NAO Software 1.14.5 documentation. (2021). Retrieved February 7, 2022, from http://doc.aldebaran.com/1-14/software/choregraphe/choregraphe_overview.html
  • Oliva, D. V. (2016). Barriers and resources to learning and participation of inclusive students. Psicologia USP, 27(3), 492-502. doi: 10.1590/0103-656420140099
  • Rakhymbayeva, N., Amirova, A., & Sandygulova, A. (2021). A Long-Term Engagement with a Social Robot for Autism Therapy. Frontiers in Robotics and AI, 8, 669972. doi: 10.3389/frobt.2021.669972
  • Ravindran, V., Osgood, M., Sazawal, V., Solorzano, R., & Turnacioglu, S. (2019). Virtual Reality Support for Joint Attention Using the Floreo Joint Attention Module: Usability and Feasibility Pilot Study. JMIR pediatrics and parenting, 2(2), e14429. doi: 10.2196/14429
  • Reed, S. (2007). The Importance of Symbolic Play as a Component of the Early Childhood Curriculum. Essays in Education, 19, Article 4.
  • Robins, B., Dautenhahn, K., & Dickerson, P. (2012). Embodiment and Cognitive Learning – Can a Humanoid Robot Help Children with Autism to Learn about Tactile Social Behaviour?. In: Ge S.S., Khatib O., Cabibihan JJ., Simmons R., Williams MA. (eds) Social Robotics. ICSR 2012. Lecture Notes in Computer Science, vol 7621. Springer, Berlin, Heidelberg. doi: 10.1007/978-3-642-34103-8_7
  • Serholt, S., Barendregt, W., Vasalou, A., Alves-Oliveira, P., Jones, A., Petisca, S., & Paiva, A. (2016). The case of classroom robots: teachers’ deliberations on the ethical tensions. AI & SOCIETY, 32, 613-631. doi: doi: 10.1007/s00146-016-0667-2
  • Shamsuddin, S., Yussof, H., Ismail L. I., Mohamed, S., Hanapiah, F. A., & Zahari, N. I. (2012). Initial Response in HRI- a Case Study on Evaluation of Child with Autism Spectrum Disorders Interacting with a Humanoid Robot NAO. Procedia Engineering, 41, 1448-1455. doi: 10.1016/j.proeng.2012.07.334
  • SoftBank Robotics. (2021). NAO the humanoid and programmable robot: Softbank Robotics. SoftBank Robotics - Group. Retrieved February 6, 2022, from https://www.softbankrobotics.com/emea/en/nao
  • SoftBank Robotics & ERM. (2021). SNAO, a humanoid robot as a therapeutic mediator for young people with autism [White paper]. SoftBank Robotics. https://www.softbankrobotics.com/emea/sites/default/files/blog/2021_NAO_Autism_EN.pdf
  • Suleymanov, F. (2015). Issues of Inclusive Education: Some Aspects to be Considered. Electronic Journal for Inclusive Education, 3(4), Article 8.
  • Tanaka, F., & Kimura, T. (2009). The use of robots in early education: a scenario based on ethical consideration. In Proceedings of the 18th IEEE international symposium on robot and human interactive communication (pp. 558-560), Toyama, Japan.
  • Tazhigaliyeva, N., Diyas, Y., Brakk, D., Aimambetov, Y., & Sandygulova, A. (2016). Learning with or from the Robot: Exploring Robot Roles in Educational Context with Children. In Proceedings of International Conference on Social Robotics.
  • Thiemann-Bourque, K. S., Brady, N. C., & Fleming, K. K. (2012). Symbolic play of preschoolers with severe communication impairments with autism and other developmental delays: more similarities than differences. Journal of autism and developmental disorders, 42(5), 863-873. doi: 10.1007/s10803-011-1317-7
  • UNESCO (1994). The Salamanca Statement and Framework for Action on Special Needs Education. Adopted by the World Conference on Special Needs Education: Access and Quality. Salamanca, Spain: UNESCO. United Nations Convention on the Rights of Persons with Disabilities, December 13, 2006, https://www.ohchr.org/en/hrbodies/crpd/pages/conventionrightspersonswithdisabilities.aspx
  • Warreyn, P., Roeyers, H., & De Groote, I. (2005). Early social communicative behaviours of preschoolers with autism spectrum disorder during interaction with their mothers. Autism : the international journal of research and practice, 9(4), 342-361. doi: 10.1177/1362361305056076
  • White, S. W., Oswald, D., Ollendick, T., & Scahill, L. (2009). Anxiety in children and adolescents with autism spectrum disorders. Clinical psychology review, 29(3), 216-229. doi: 10.1016/j.cpr.2009.01.003
  • Yaman, Y., & Şişman, B. (2019). Robot Assistants in Education of Children with Autism: Interaction Between The Robot and The Child. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 21 (1), 1-19. doi: 10.17556/erziefd.472009
  • Zhang, Y., Song, W., Tan, Z., Zhu, H., Wang, Y., Lam, C. M., Weng, Y., Hoi, S. P., Lu, H., Chan, B. S., Chen, J., & Yi, L. (2019). Could social robots facilitate children with autism spectrum disorders in learning distrust and deception? Computers in Human Behavior, 98, 140-149. doi: 10.1016/j.chb.2019.04.008
  • Zwane, S. L., & Malale, M. M. (2018). Investigating barriers teachers face in the implementation of inclusive education in high schools in Gege branch, Swaziland. African journal of disability, 7, 391. doi: 10.4102/ajod.v7i0.391
Toplam 52 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri
Bölüm Research Article
Yazarlar

Ayşe Tuna 0000-0003-2666-1694

Yayımlanma Tarihi 6 Temmuz 2022
Gönderilme Tarihi 11 Şubat 2022
Yayımlandığı Sayı Yıl 2022 Cilt: 7 Sayı: 2

Kaynak Göster

APA Tuna, A. (2022). Inclusive Education for Young Children with Autism Spectrum Disorder: Use of Humanoid Robots and Virtual Agents to Alleviate Symptoms and Improve Skills, and A Pilot Study. Journal of Learning and Teaching in Digital Age, 7(2), 274-282. https://doi.org/10.53850/joltida.1071876
 Kapak Resmi İndir

Journal of Learning and Teaching in Digital Age 2023. © 2023. This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. 19195

Journal of Learning and Teaching in Digital Age. Tüm hakları saklıdır, 2023. ISSN:2458-8350