Adapting a robotics program to enhance participation and interest in STEM among children with disabilities: a pilot study

Abstract

Purpose: Youth with disabilities are under-represented in science, technology, engineering, and math (STEM) in school and in the workforce. One encouraging approach to engage youth’s interest in STEM is through robotics; however, such programs are mostly for typically developing youth. The purpose of this study was to understand the development and implementation of an adapted robotics program for children and youth with disabilities and their experiences within it.

Method: Our mixed methods pilot study (pre- and post-workshop surveys, observations, and interviews) involved 41 participants including: 18 youth (aged 6–13), 12 parents and 11 key informants. The robotics program involved 6, two-hour workshops held at a paediatric hospital.

Results: Our findings showed that several adaptations made to the robotics program helped to enhance the participation of children with disabilities. Adaptations addressed the educational/curriculum, cognitive and learning, physical and social needs of the children. In regards to experiences within the adapted hospital program, our findings highlight that children enjoyed the program and learned about computer programming and building robots.

Conclusions: Clinicians and educators should consider engaging youth with disabilities in robotics to enhance learning and interest in STEM.

Implications for Rehabilitation

• Clinicians and educators should consider adapting curriculum content and mode of delivery of LEGO^® robotics programs to include youth with disabilities.

• Appropriate staffing including clinicians and educators who are knowledgeable about youth with disabilities and LEGO^® robotics are needed.

• Clinicians should consider engaging youth with disabilities in LEGO^® to enhance learning and interest in STEM.

Keywords:

• LEGO robotics
• play
• inclusion
• children
• physical disability
• autism
• inclusive STEM
• underserved youth
• elementary school
• robotics

Acknowledgements

We would like to thank the youth, parents and key informants who took part in this research and the staff and volunteers from FIRST^® and the HB FIRST^® steering committee for their incredible dedication of time and partnership towards this project. We would also like to thank the staff and volunteers in the TRAIL lab for their research assistance. Funding for this project was provided from the Bloorview Research Institute and the Centre for Leadership in Participation and Inclusion.

Disclosure statement

The authors have nothing to report.