Robot-Assisted Special Education
摘要
Social robots have received great acceptance by children and adults in the field of education. Recent study has attributed the high acceptance and preference to many reasons: the childlike appearance which attracts attention; the patience and stability robots can provide in interaction; the multiple roles as tutor, assistant and peers. This advantages of using social robots in the educational process are even more valuable considering to special education, where the children interacting with the robots have some impairments. Studies have been conducted for applying robots to children with different impairment types include ASD, ADHD, NDD, hearing impairment, Cerebral Palsy, Oncological Disorders and Down syndrome. Among which, robot intervention for children with ASD has drawn much more attention than other impairments.