Use of humanoid robots for intellectual disability in educational and teaching contexts: A review of the literature

Technology plays an important role today because it promotes, with richness and dynamism, authentic paths for all students. In particular, for students with disabilities, it becomes a vehicle for inclusion. In this direction, the branch of Assistive Technology (Bauer et al., 2011, Reichle, 2011, Shih, 2011) is gaining considerable interest, as it supports people with disabilities in carrying out functional activities of daily life. The aim of this study is to explore how the use of humanoid robots, belonging to the category of socially Assistive Robotics (SAR), can promote physical, cognitive and socio-emotional learning experiences for student with a diagnosis of Intellectual Disabilities (ID) in school contexts, promoting communication, socialisation and interaction.