Social Robotics for Students with Autism Spectrum Disorder in Upper Secondary School: A Case Study

This paper describes reports a case study of social robotics for students with Autism Spectrum Dis-order (ASD) in upper secondary school. The methodology used was a naturalistic observation, aimed at investigating the requirements for a correct introduction of this technology in educational contexts. In particular, what methods can facilitate the adoption of social robotics, as well as what learning, and socialization needs can be addressed. The main result emerged consisted of the under-standing of the need to connect the use of robotics within interventions related to educational and didactic objectives of students, identified through her/his functioning profile. This paper also out-lines possible trajectories of research for future studies focused on the use of social robotics in school contexts

A case study of psychoeducational intervention for language learning

This paper presents a case study focused on psychoeducational intervention for supporting language learning. It concerns a child that lost about 80% of hearing functioning at 11 months age, caused by an occlusive otitis. Despite successful surgery, the child didn’t learn to talk. The paper’s objective is to briefly describe the psychoeducational intervention used. This was based on inclusive practices aimed to develop language skills, and carried out by an interdisciplinary team in collaboration with primary school teachers. The methodology used for describing the case study consisted of a naturalistic observation that allowed collecting information on changes as result of the intervention. This permitted the analysis of the insights generated through practical experiences, and to find evidence in research on language learning. Also, the results emerged through the observation of this case study provided useful elements for encouraging the exploration of psychoeducational intervention’s potentiality, and inspire future trajectories of research

Nuevos enfoques de aprendizaje en el uso de herramientas TICs en los diferentes contextos de la Unión Europea (UE)

Este artículo describe de forma concisa los resultados de dos proyectos financiados por el Programa de aprendizaje permanente, gestionado por el Ámbito Educativo, Audiovisual y Cultural (EACEA), responsable de programas de la Unión Europea (EU) en el ámbito de la educación, la cultura y el audiovisual. El objetivo de estos proyectos consiste en proporcionar sugerencias, orientaciones y asesoramiento para mejorar los resultados escolares de aprendizaje a través de algunos ejemplos de casos prácticos basados en la aplicación de las TICs en los diferentes contextos de aprendizaje europeo. Las muestras seleccionadas de todos los países que participan en el proyecto nos sirven de comparativa y se refieren a las TICs como medio para apoyar y mejorar las experiencias de aprendizaje, especialmente cuando están apoyados por los enfoques pedagógicos, supuestos educativos, materiales innovadores y nuevas actividades de aprendizaje. Se estudia en más profundidad como la formación en estos recursos pueden ayudar a los profesores noveles en los procesos de capacitación en la utilización de las TICs sin olvidar la importancia de la didáctica y la metodología en su aplicación. Para ello, se utilizará una estrategia tremendamente participativa donde los profesores y los alumnos implicados en el proyecto sean activos e intervengan en su proceso de aprendizaje. Las conclusiones obtenidas como se detallaran seguidamente son muy positivas y nos pone de manifiesto la importancia de las TICs para motivar al alumnado a aprender y asimilar conocimientos que pueden parecer arduos desde otros métodos de enseñanzas.This article concisely describes the results of two projects funded by the lifelong learning Programme, managed by the Education, Audiovisual and Culture (EACEA) program manager of the European Union (EU) in the field of education, culture and audiovisual. The objective of these projects is to provide suggestions, guidance and advice to improve school learning results through some examples of case studies based on the application of ICT in different contexts of European learning. Samples reported in all countries participating in the project will serve to compare and relate to ICT as a means to support and enhance experiences, especially when supported by pedagogical approaches, educational assumptions, innovative materials and new learning activities. We study more in depth how training in these resources can help novice teachers training processes using ICTs without forgetting the significance of teaching and methodology implementation. This will draw an extremely participatory methodology where teachers and their students become active in their learning process. The conclusions obtained as detailed below are very positive and shows us the importance of ICT to motivate students to learn and absorb knowledge that can seem daunting for other methods of teaching

New learning approaches in using ICT tools in different EU contexts

Este artículo describe de forma concisa los resultados de dos proyectos financiados por el Programa de aprendizaje permanente, gestionado por el Ámbito Educativo, Audiovisual y Cultural (EACEA), responsable de programas de la Unión Europea (EU) en el ámbito de la educación, la cultura y el audiovisual. El objetivo de estos proyectos consiste en proporcionar sugerencias, orientaciones y asesoramiento para mejorar los resultados escolares de aprendizaje a través de algunos ejemplos de casos prácticos basados en la aplicación de las TICs en los diferentes contextos de aprendizaje europeo. Las muestras seleccionadas de todos los países que participan en el proyecto nos sirven de comparativa y se refieren a las TICs como medio para apoyar y mejorar las experiencias de aprendizaje, especialmente cuando están apoyados por los enfoques pedagógicos, supuestos educativos, materiales innovadores y nuevas actividades de aprendizaje. Se estudia en más profundidad como la formación en estos recursos pueden ayudar a los profesores noveles en los procesos de capacitación en la utilización de las TICs sin olvidar la importancia de la didáctica y la metodología en su aplicación. Para ello, se utilizará una estrategia tremendamente participativa donde los profesores y los alumnos implicados en el proyecto sean activos e intervengan en su proceso de aprendizaje. Las conclusiones obtenidas como se detallaran seguidamente son muy positivas y nos pone de manifiesto la importancia de las TICs para motivar al alumnado a aprender y asimilar conocimientos que pueden parecer arduos desde otros métodos de enseñanzas.This article concisely describes the results of two projects funded by the lifelong learning Programme, managed by the Education, Audiovisual and Culture (EACEA) program manager of the European Union (EU) in the field of education, culture and audiovisual. The objective of these projects is to provide suggestions, guidance and advice to improve school learning results through some examples of case studies based on the application of ICT in different contexts of European learning. Samples reported in all countries participating in the project will serve to compare and relate to ICT as a means to support and enhance experiences, especially when supported by pedagogical approaches, educational assumptions, innovative materials and new learning activities. We study more in depth how training in these resources can help novice teachers training processes using ICTs without forgetting the significance of teaching and methodology implementation. This will draw an extremely participatory methodology where teachers and their students become active in their learning process. The conclusions obtained as detailed below are very positive and shows us the importance of ICT to motivate students to learn and absorb knowledge that can seem daunting for other methods of teaching

Action research on transition program addressed to young adults with Intellectual Disabilities carried out in Ireland

Individuals with intellectual disabilities are faced with significant barriers relating to the transition to adult life and jobs. The research’ purposes were: to determine what evidence-based transition programs have been realized since the introduction of UNCRPD; to design and evaluate the effectiveness of the transition program E-IDEAS (carried out in Ireland), aimed to support workplace inclusion. A systematic literature review was carried out, and the elements emerged were used to develop the program, attended by 5 participants, and provided with five work-placements. Pre-and post-intervention standardized assessments were taken for measuring the improvement in quality of life and adaptive behaviour

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

This contribution reports a case study on the usage of social robotics for students with au‐tism in upper secondary school.The methodol‐ogy used was the naturalistic observation, through which were investigated the require‐ments for a correctintroduction in educational contexts; which methods can facilitate its adoption; what learning, and socialization needs canbe addressed. As main result emerged the need to connect the use of robot‐ics within interventions related to the educa‐tional and didactic objectives of students, iden‐tified through her/his functioning profile. This contribution also outlinespossible research tra‐jectories to guide future studies on the use of social robotics in school contexts

Social inclusion of vulnerable groups through participatory and emancipatory approaches. Implementing active citizenship and socially innovative actions in the framework of civil & human rights model of disability

The research hypothesis of the thesis is that “an open participation in the co-creation of the services and environments, makes life easier for vulnerable groups”; assuming that the participatory and emancipatory approaches are processes of possible actions and changes aimed at facilitating people’s lives. The adoption of these approaches is put forward as the common denominator of social innovative practices that supporting inclusive processes allow a shift from a medical model to a civil and human rights approach to disability. The theoretical basis of this assumption finds support in many principles of Inclusive Education and the main focus of the hypothesis of research is on participation and emancipation as approaches aimed at facing emerging and existing problems related to inclusion. The framework of reference for the research is represented by the perspectives adopted by several international documents concerning policies and interventions to promote and support the leadership and participation of vulnerable groups. In the first part an in-depth analysis of the main academic publications on the central themes of the thesis has been carried out. After investigating the framework of reference, the analysis focuses on the main tools of participatory and emancipatory approaches, which are able to connect with the concepts of active citizenship and social innovation. In the second part two case studies concerning participatory and emancipatory approaches in the areas of concern are presented and analyzed as example of the improvement of inclusion, through the involvement and participation of persons with disability. The research has been developed using a holistic and interdisciplinary approach, aimed at providing a knowledge-base that fosters a shift from a situation of passivity and care towards a new scenario based on the person’s commitment in the elaboration of his/her own project of life

Improving learning abilities and inclusion through movement: the Movi-Mente© method

Currently, challenges regarding preschooler children are mainly focused on a sedentary lifestyle. Also, motor activity in infancy is seen as a tool for the separate acquisition of cognitive and socio-emotional skills rather than considering neuromotor development as a tool for improving learning abilities. The paper utilized an observational research method to shed light on the results of practicing neuromotor exercises in preschool children with disability as well as provide implications for practice

Didattica speciale e sviluppo delle competenze lavorative e di vita indipendente

This article highlights the importance of specific teaching actions promoted at school and aimed to promote the acquisition of job-related and independent living skills in students with disabilities. This theme has a particular value in the context of secondary schools, where teachers must plan extended work-related learning experiences (PCTO), as foreseen by a specific section of the IEP. This is an educational challenge, consisting in finding practical and meaningful connections between teaching actions and the Life Project. The reference to the ICF, as required by the new IEP (Legislative Decree 66/2017), represents an opportunity for teachers to design PCTOs addressed to students with disabilities, define specific educational objectives and monitor the training experience. This article reports an experience conducted by the University of Verona that elaborated an online platform for supporting the design of the IEP based on ICF. This platform offers a series of tools for the analysis of competencies and job potentiality of students with disabilities. Also, the article refers to the project developed by the Vicenza Provincial School in 2021/2022, that established the “Interinstitutional Working Table for the elaboration of Pathways aimed to the Development of Traversal Skills and provide Career Guidance (PCTO)” with the precise purpose of developing a shared protocol of intervention between schools and job services in order to promote job-related skills in students with disabilities at school

Systematic Review of Job Transition Programs Addressed to Youths With Intellectual Disability

This systematic review aimed to determine what existing job transition programs are evidence-based and methodologically founded. The PRISMA method was used for the review, and the inclusion criteria were to include studies where there were a description of transition programs and functional curriculum for acquiring employment competences; internship experiences in employment context; single-case or group-design studies with youths as participants; and diagnosis of intellectual disability. Forty-six studies were initially selected, and three final articles met all the criteria set for assessing the methodology quality. Although the review results show that more research is needed to provide empirical programs for enhancing the acquisition of employment capabilities, some evidence emerged from the analysis of studies. These concern mainly four aspects: curriculum contents facilitating the development of self-determination and the acquirement of job-related skills, chance to have individualized internships, support of job coaches, and technological solutions and programs anchored in community-based settings