Article

PURPOSE: To examine how using a robot controlled via a speech generating device
(SGD) influences the ways students with physical and communication limitations
can demonstrate their knowledge in math measurement activities. METHOD: Three
children with severe physical disabilities and complex communication needs used
the robot and SGD system to perform four math measurement lessons in comparing,
sorting and ordering objects. The performance of the participants was measured
and the process of using the system was described in terms of manipulation and
communication events. Stakeholder opinions were solicited regarding robot use.
RESULTS: Robot use revealed some gaps in the procedural knowledge of the
participants. Access to both the robot and SGD was shown to provide several
benefits. Stakeholders thought the intervention was important and feasible for a
classroom environment. CONCLUSIONS: The participants were able to participate
actively in the hands-on and communicative measurement activities and thus meet
the demands of current math instruction methods. IMPLICATIONS FOR REHABILITATION:
Current mathematics pedagogy encourages doing hands-on activities while
communicating about concepts. Adapted Lego robots enabled children with severe
physical disabilities to perform hands-on length measurement activities.
Controlling the robots from speech generating devices (SGD) enabled the children,
who also had complex communication needs, to reflect and report on results during
the activities. By using the robots combined with SGDs, children both exhibited
their knowledge of and experienced the concepts of mathematical measurements.

Langue : ANGLAIS