Using Robots in Education and Therapy Sessions for Children with Disabilities: Guidelines for Teachers and Rehabilitation Professionals

  • Francesca Caprino
  • Serenella Besio
  • Elena Laudanna
Part of the Lecture Notes in Computer Science book series (LNCS, volume 6179)


Within the co-funded European pr4oject IROMEC (IST-FP6-045356), aiming at developing and experimenting an innovative robotic toy to be used in play intervention addressed to children with motor-based, cognitive and developmental disabilities, specific guidelines for using robots in educational and rehabilitation environments have been developed. The guidelines are addressed to therapists, teachers and researchers aiming to promote inclusion in play of children with disabilities and are meant as a tool to apply robotics in play-based intervention.


Rehabilitation Robotics Guidelines ICF-CY 


Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.


  1. 1.
    Besio, S.: Analysis of Critical Factors Involved in using interactive Robots for Education and Therapy of children with disabilities. Uniservice, Trento (2008)Google Scholar
  2. 2.
    Besio, S., Caprino, F., Laudanna, E.: Profiling Robot-Mediated Play for Children with Disabilities through ICF-CY: The Example of the European Project IROMEC. In: Miesenberger, K., Klaus, J., Zagler, W.L., Karshmer, A.I. (eds.) ICCHP 2008. LNCS, vol. 5105, pp. 545–552. Springer, Heidelberg (2008)CrossRefGoogle Scholar
  3. 3.
    Besio, S.: Methodological Framework to set up educational and therapy sessions with IROMEC. Uniservice, Trento (2009)Google Scholar
  4. 4.
    Caprino, F., Laudanna, E.: Methodological Framework to set up Educational and Therapy Sessions with Robotic Technology: the IROMEC proposal. In: Emiliani, P.L., Burzagli, L., Como, A., Gabbanini, F., Salminen, A. (eds.) 10th AAATE Conference, pp. 176–181. IOS Press, Amsterdam (2009)Google Scholar
  5. 5.
    Besio, S.: Guidelines for using robots in education and play therapy sessions for children with disabilities. Uniservice, Trento (2010)Google Scholar
  6. 6.
    Dautenhahn, K., Robins, B.: Learning and Interaction in Children with Autism. In: 6th IEEE International Conference on Development and Learning, London (2007)Google Scholar
  7. 7.
    Marti, P., Giusti, A., Rullo, A.: Robots as social Mediators: field trials with children with special needs. In: Emiliani, P.L., Burzagli, L., Como, A., Gabbanini, F., Salminen, A.L. (eds.) 10th AAATE Conference. Adaptive Technology from adapted equipment to inclusive environments, pp. 165–169. IOS Press, Amsterdam (2009)Google Scholar
  8. 8.
    Robins, B., Gelderblom, G.J., Kronreif, G.: Robotic Helpers: User Interaction, Interfaces and Companions in Assistive and Therapy Robotics. In: 3rd ACM/IEEE International Conference on Human-Robot Interaction, Amsterdam (2008)Google Scholar
  9. 9.
    World Health Organisation (WHO), International Classification of Functioning, Disability and Health,
  10. 10.
    Robins, B., Ferrari, E., Dautenhahn, K.: Developing Scenarios for Robot Assisted Play. In: 17th IEEE International Symposium on Robot and Human Interactive Communication (RO-MAN 2008), Munich (2008)Google Scholar
  11. 11.
    Garon, D., Chiasson, R., Filion, R.: Le système ESAR. Guide d’analyse, de classification et d’organisation d’une collection de jeux et jouets. Electre, Paris (2002)Google Scholar

Copyright information

© Springer-Verlag Berlin Heidelberg 2010

Authors and Affiliations

  • Francesca Caprino
    • 1
  • Serenella Besio
    • 1
  • Elena Laudanna
    • 1
  1. 1.Università della Valle d’AostaAostaItaly

Personalised recommendations