Robots in Inclusive Education of Students With Autism Spectrum Disorder

Abstract

This study examines how humanoid and social robots affect social and communication skills in inclusive education for children with autism spectrum disorder (ASD). A mixed-methods approach is used to collect and analyze data using quantitative and qualitative methods. The study includes 30 children with ASD who use NAO, Pepper, and KASPAR robots for 12 weeks. The main task is to diagnose children’s social sensitivity and communication skills before and after using robots in education to evaluate this approach. Children’s social adaptation and robot-mediated interaction are associated with significant improvements, particularly in nonverbal communication and social interaction. Robots can make learning more inclusive and supportive, according to the study. The study examines robotic therapy development theory, including its pros and cons. The analysis focuses on successful ASD teaching methods in Norway, Japan, Bulgaria, and the USA, where inclusive education and advanced technologies are used to support students with special needs. Based on the data, practical recommendations are developed for teachers on how to integrate robots into teaching, for policymakers on equal access to technology, and for developers of robotic systems that focus on the needs of children with ASD.