Adressing Special Educational Needs in Classroom with Cyber Physical Systems

Abstract

The focus of the current chapter is on humanoid robots as part of an inclusive education. It presents a brief overview of the main features of cyber physical systems which could be used as an advantage with children with special educational needs. Based on the specifics of the main types of special educational needs, a list of suggestions about the practical implications of educational robots to the classroom has been generated. A pilot study of the perception and attitude of children and teachers in a local Bulgarian school towards the application of cyber physical systems in education has been conducted. Based on previous research and the fundings of the pilot study, a few gaps of knowledge have been identified. First, the lack of empirical work on the application of technology to subjects, such as biology, chemistry, history, or to the development of social skills and creativity. Second, the scarce evidence of the long-term effects of interventions with children with special educational needs. Third, the lack of research on the attitudes of teachers with and without special educational needs children in the class towards educational robots. Last, but not least, the need for comparison of the perceptions and expectations of users of such technology across cultures.