Playful learning: Educational robotics applied to students with learning disabilities

Since the ratification of the Salamanca agreement in 1994 that it is the concern of schools to seek inclusive approaches that may lead all students to academic success through differentiated strategies and adaptations or curricular and environmental interventions, whenever necessary [1] [2]. In this...

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Published in2015 International Symposium on Computers in Education (SIIE) pp. 167 - 171
Main Authors Conchinha, Cristina, Osorio, Patricia, Correia de Freitas, Joao
Format Conference Proceeding
LanguageEnglish
Published IEEE 01.11.2015
Subjects
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DOI10.1109/SIIE.2015.7451669

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Abstract Since the ratification of the Salamanca agreement in 1994 that it is the concern of schools to seek inclusive approaches that may lead all students to academic success through differentiated strategies and adaptations or curricular and environmental interventions, whenever necessary [1] [2]. In this study we present a strategy for inclusion and knowledge consolidation based on playful learning using educational robotics (ER) projects. Participants were two boys aged 15 and a 14 years old girl. All students attended the third cycle in Brazil, and were diagnosed with special needs, with specific learning disabilities. Students were initially reluctant to participate in the activities but soon were captivated by the project and motivated to take part in all stages, particularly during assembly, programming and interacting with a Lego® Mindstorms® prototype, showing that ER may be significant on allowing students to learn while playing and also by promoting their inclusion on different and engaging activities. By favouring participant relationships, use of language and concepts ER may also prove helpful for students daily life.
AbstractList Since the ratification of the Salamanca agreement in 1994 that it is the concern of schools to seek inclusive approaches that may lead all students to academic success through differentiated strategies and adaptations or curricular and environmental interventions, whenever necessary [1] [2]. In this study we present a strategy for inclusion and knowledge consolidation based on playful learning using educational robotics (ER) projects. Participants were two boys aged 15 and a 14 years old girl. All students attended the third cycle in Brazil, and were diagnosed with special needs, with specific learning disabilities. Students were initially reluctant to participate in the activities but soon were captivated by the project and motivated to take part in all stages, particularly during assembly, programming and interacting with a Lego® Mindstorms® prototype, showing that ER may be significant on allowing students to learn while playing and also by promoting their inclusion on different and engaging activities. By favouring participant relationships, use of language and concepts ER may also prove helpful for students daily life.
Author Correia de Freitas, Joao
Conchinha, Cristina
Osorio, Patricia
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StartPage 167
SubjectTerms Context
Educational Robotics
Inclusion
Lead
Learning Disabilities
Lego® Mindstorms
Mathematics
Playful learning
Programming profession
Robots
Variable speed drives
Title Playful learning: Educational robotics applied to students with learning disabilities
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