Utilising robotics social clubs to support the needs of students on the autism spectrum within inclusive school settings

Abstract

Historically, within Brisbane Catholic education schools, robotics social clubs were established by staff to specifically build the pro-social learning skills of students on the autism spectrum. This initiative was in response to the frustration educators would often experience when they observed the subtle gains made by students attending targeted clinical social skills interventions outside the school environment that frequently did not appear to generalise to the social context of the school environment. Robotics social clubs focus on the strengths and interests (rather than the deficits) of some students on the spectrum and are organised after school or during school lunch times to support students (aged 12-13 years) to work on robotics challenges over 12 one-hour sessions (once a week). The clubs focus not only on promoting the social inclusion of students on the autism spectrum but also on developing the personal and social capabilities of all students involved in the clubs within the real world context of inclusive school settings. The current pilot study further expanded and evaluated the use of robotics social club interventions to support the inclusion of young people on the autism spectrum in Years 7-8 (12-13 years) within inclusive school environments. Outcomes of the study have included the development of a resource kit and manual to support other teachers who may be interested in implementing a robotics social club within their school or classroom context.