Designing Inclusive STEM Learning Experiences for Adolescents with Autism Spectrum Disorder: Leveraging Robotics to Support Discourse

Abstract

This chapter explores how robots can be used to design science, technology, engineering and mathematics (STEM) learning that is inclusive and engaging for adolescents with autism spectrum disorder (ASD). The importance of purposefully designed and problematic learning experiences is explored along with an examination of the role and function of meaningful discursive situations and inclusive contexts for learning. The goal of the chapter is to provide a context for readers interested in integrating the use of robots with adolescents with ASD, but it is also of use to those more broadly interested in the use of robots as learning tools. Recommendations for successful use are provided along with a discussion of how to start. This chapter is of interest to K-12 educators and others interested in the use of robots to create opportunities for students to understand the nature of doing STEM in an inclusive environment.

Citation

Bennett, C.A., Gallup, J., Chambers, D. and Ray, B. (2020), "Designing Inclusive STEM Learning Experiences for Adolescents with Autism Spectrum Disorder: Leveraging Robotics to Support Discourse", Chambers, D. (Ed.) Assistive Technology to Support Inclusive Education (International Perspectives on Inclusive Education, Vol. 14), Emerald Publishing Limited, Leeds, pp. 125-140. https://doi.org/10.1108/S1479-363620200000014011