Playful learning: Educational robotics applied to students with learning disabilities

Since the ratification of the Salamanca agreement in 1994 that it is the concern of schools to seek inclusive approaches that may lead all students to academic success through differentiated strategies and adaptations or curricular and environmental interventions, whenever necessary [1] [2]. In this study we present a strategy for inclusion and knowledge consolidation based on playful learning using educational robotics (ER) projects. Participants were two boys aged 15 and a 14 years old girl. All students attended the third cycle in Brazil, and were diagnosed with special needs, with specific learning disabilities. Students were initially reluctant to participate in the activities but soon were captivated by the project and motivated to take part in all stages, particularly during assembly, programming and interacting with a Lego® Mindstorms® prototype, showing that ER may be significant on allowing students to learn while playing and also by promoting their inclusion on different and engaging activities. By favouring participant relationships, use of language and concepts ER may also prove helpful for students daily life.