A case study of social robotics addressed to students with autism in upper secondary school

Abstract

This contribution reports a case study on the usage of social robotics for students with autism in upper secondary school. The methodology used was the naturalistic observation, through which were investigated the requirements for a correct introduction in educational contexts; which methods can facilitate its adoption; what learning, and socialization needs can be addressed. As main result emerged the need to connect the use of robotics within interventions related to the educational and didactic objectives of students, identified through her/his functioning profile. This contribution also outlines possible research trajectories to guide future studies on the use of social robotics in school contexts.