The Role Of Robotics Technologies In Preschool Mother Tongue Development Of Children With Special Needs

Year 2024, Volume: 11 Issue: 2, 99 - 117

Elif Ermağan

https://doi.org/10.55246/turkophone.1534321

Abstract

Mother tongue education follows a distinct set of principles, with pivotal considerations including the individual's age and their mental, biological, and linguistic (healthy) development. It is noteworthy that robotics technology plays a crucial role in enhancing the development, creativity, and technical and social problem-solving skills of students with special needs. Despite the revolutionary nature of employing robots, it remains an evolving field. The central inquiry in this study is: What enhancements do the increasingly technologized educational systems, particularly those incorporating robotics, bring to children with special needs in the 21st century? Additionally, what possibilities does robotized mother tongue education present for the advancement of these children? This study contends that, notwithstanding its costliness and associated risks, such as the potential for fostering addiction, robotic materials play a supportive role in the mother tongue acquisition processes of individuals with special needs. This support is facilitated through diverse activities, including oral reading, audio-visual assistance, and mechanisms involving question-answer or action-command. It is noteworthy that this document analysis-based study aims to enrich the literature, particularly in areas where the subject of mother tongue development in children with special needs through robotic applications has been relatively unexplored.

Keywords

native language learning, children with special needs,, robotic technologies, education, special education

References

• Alemi, M., & Bahramipour, S. (2019). An innovative approach of incorporating a humanoid robot into teaching EFL learners with intellectual disabilities. Asian-Pacific Journal of Second and Foreign Language Education, 4(1), 10. https://doi.org/10.1186/s40862-019-0075-5
• Alhaddad, A. Y., Javed, H., Connor, O., Banire, B., Al Thani, D., & Cabibihan, J. J. (2019). Robotic trains as an educational and therapeutic tool for autism spectrum disorder intervention. In Robotics in Education: Methods and Applications for Teaching and Learning (pp. 249-262). Springer International Publishing.
• Alimisis, D. (2013). Educational robotics: Open questions and new challenges. Themes in Science and Technology Education, 6(1), 63-71. Retrieved from https://eric.ed.gov/?id=EJ1130924
• Alnajjar, F., Bartneck, C., Baxter, P., Belpaeme, T., Cappuccio, M.L., Dio, C., Eyssel, F., Handke, J., Mubin, O., Obaid, M., & Reich-Stiebert, N. (2021). Roboter in der Bildung. Wie Robotik das Lernen im digitalen Zeitalter bereichern kann. Carl Hanser Verlag.
• Arı, H. (2015). Bir Okul Öncesi Özel Eğitim Kurumunda Tersine Kaynaştırma Uygulamasının ve Ilkokula Hazırlığa Etkilerinin İncelenmesi [Investigation of Reverse Inclusion Application and Its Effects on Primary School Readiness in a Preschool Special Education Institution] (Necmettin Erbakan Üniversitesi) [Unpublished master's thesis]. Accessed from the YÖK Thesis Database (Thesis number: 425165).
• Atay, M. (2009). Erken Çocukluk Döneminde Gelişim 1 [Development in Early Childhood 1]. Ankara: Kök Yayıncılık.
• Artan, İ. (2014). Engelli Çocukların Eğitiminde Etkili Bir Teknik: Müzik [An Effective Technique in the Education of Disabled Children: Music]. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 21(2), 43-55. Retrieved from https://dergipark.org.tr/en/pub/gefad/issue/6768/91072
• Bal, S., & Artan, İ. (1995). Seslerle Tanışalım [Let's Meet the Voices]. Istanbul: YA-PA Yayınları.
• Bargagna, S., Castro, E., Cecchi, F., Cioni, G., Dario, P., Dell’Omo, M., Di Lieto, M. C., Inguaggiato, E., Martinelli, A., Pecini, C., & Sgandurra, G. (2019). Educational Robotics in Down Syndrome: A Feasibility Study. Technology, Knowledge and Learning, 24(2), 315- 323. https://doi.org/10.1007/s10758-018-9366-z
• Baykoç Dönmez, N. (2010). Türkiye’de özel eğitim çalışmaları günümüzde yaşanan sorunlar ve çözüm önerileri. N. Baykoç (Ed.). In Öğretmenlik Programları İçin Özel Eğitim [Special Education for Teacher Training Programs] (pp. 338-352). Ankara: Gündüz Eğitim ve Yayıncılık.
• Belpaeme, T., Kennedy, J., Ramachandran, A., Scassellati, B., & Tanaka, F. (2018). Social robots for education: A review. Science robotics, 3(21), eaat5954. https://doi.org/10.1126/scirobotics.aat5954
• Bigelow, A.E. (1987). Early word of blind children. Journal of Child Language, 14, 47-56. https://doi.org/10.1017/S0305000900012721
• Bitchener, J., Young, S., & Cameron, D. (2005). The Effects of Different Types of Learners on ESL Student Writing. Journal of Second Language Writing, 14, 191-205. https://doi.org/10.1016/j.jslw.2005.08.001
• Boydak, R. B. (2015). Görme Engellilerin Ana Dili Eğitiminde Kavram Geliştirme Süreçleri (Kayseri Erciyes Üniversitesi) [Concept Development Processes in Mother Tongue Education of Visually Impaired Individuals (Kayseri Erciyes University)] [Unpublished master's thesis]. Accessed from the YÖK thesis database (Thesis No: 418050).
• Carreiras, M., & Alvarez, C. J. (1999). Comprehension process in Braille reading. The Journal of Visual Impairment & Blindness, 93(9), 589–595. https://doi.org/10.1177/0145482X9909300906
• Chang, C. W., Lee, J. H., Chao, P. Y., Wang, C. Y., & Chen, G.-D. (2010). Exploring the Possibility of Using Umanoid Robots as Instructional Tools for Teaching a Second Language in Primary School. Educational Technology & Society, 13(2), 13–24. Retrieved from https://www.jstor.org/stable/10.2307/jeductechsoci.13.2.13
• Chin, K. Y., Wu, C. H., & Hong, Z. W. (2011). A humanoid robot as a teaching assistant for primary education. In 2011 Fifth International Conference on Genetic and Evolutionary Computing (pp. 21-24). Kitakyushu, Japan. IEEE.
• Davis, G. A., Rimm, S. B., & Siegle, D. (2011). Education of The Gifted and Talented (6thEdition). Pearson.
• Donehower, C., & Anderson, E. (2023). Project Social Code. In Society for Information Technology & Teacher Education International Conference (pp. 1863-1867). Association for the Advancement of Computing in Education (AACE).
• Edwards, C., Edwards, A., Spence, P. R., & Lin, X. (2018). I, Teacher: Using Artificial Intelligence (AI) And Social Robots in Communication and Instruction. Communication Education, 67(4), 473-480. https://doi.org/10.1080/03634523.2018.1502459
• Erol, İ., & İlhan Ildız, G. (2020). Özel Gereksinimli Bireylerin Dil Gelişim Süreçleri Ile Ilgili Yapılan Lisansüstü Tezlerin Analizi (2000-2019) [Analysis of Postgraduate Theses on Language Development Processes of Individuals with Special Needs (2000-2019)]. RumeliDE Dil ve Edebiyat Araştırmaları Dergisi, (21), 559-574.
• Han, J., Lee,S., Hyun, E., Kang, B., & Shin, K. (2009). The birth story of robot, IROBIQ for children's tolerance. In The 18th IEEE International Symposium on Robot and Human Interactive Communication (p. 318). Toyama, Japan. IEEE.
• Han, J., & Kim, D. (2009). R-learning services for elementary school students with a teaching assistant robot. V. Evers (Ed.). In Proceedings 4th ACM/IEEE International Conference on HumanRobot Interaction (HRI) (pp. 255–256).
• Harley, A. T. (2001). The psychology of language, from data theory. Psychology Press Ltd.
• Hemminki, J., & Erkinheimo-Kyllonen, A. (2017). A humanoid robot as a language tutor - a case study from Helsinki Skills Center. Retrieved from https://robot4learning.github.io/publication/hri2017/r4l_hri_2017_paper_5/
• Honig, S., & Oron-Gilad, T. (2018). Understanding and Resolving Failures in Human-Robot Interaction: Literature Review and Model Development. Frontiers in Psychology, 9, 1–21. https://doi.org/10.3389/fpsyg.2018.00861
• Hyun, E., Yoon, H., & Son, S. (2010). Relationships Between User Experiences and Children’s Perceptions of The Education Robot. In HRI '10 Proceedings of the 5th ACM/IEEE International Conference on Human-Robot Interaction (pp. 199-200). New Jersey: IEEE Press.
• Ghallab, M., & Ingrand, F. (2020). Robotics and Artificial Intelligence. P. Marquis, O. Papini, & H. Prade (Eds.). In A guided tour of artificial ıntelligence research: Volume III: Interfaces and Applications of Artificial Intelligence (pp. 389-436). Springer.
• Gezgin, D. M., & Mıhcı, C. (2023). Özel Eğitimde Robotik Teknolojisi: Uygulamalar, Zorluklar ve Etik Kaygılar [Robotics Technology in Special Education: Applications, Challenges, and Ethical Concerns]. 4th International Istanbul Current Scientific Research Congress (pp. 212-222) May 1-2, İstanbul. Retrieved from https://www.researchgate.net/publication/370602802_Robotic_Technology_in_Special_Education_Practices_Challenges_and_Ethical_Considerations
• Gökkuşağı Eğitim Merkezi (2022, Feb 20). Erken Çocukluk Dönemi Dil ve Konuşma Bozukluğu [Early Childhood Speech and Language Disorder]. Retrieved from https://www.buyukgokkusagi.com/blog-makale/79-erken-cocukluk-doenemi-dil-ve-konusma-bozuklugu
• Ingbae, Tanveer Inamdar (2021, Nov 02). Will Robot Teachers be the Future of Education. Retrieved from https://www.linkedin.com/pulse/robot-teachers-future-education-tanveer-inamdar-/
• Karal, Y. Taşdemir, D., & Öngöz, S. (2023). Özel Gereksinimli Bireylerin Eğitiminde Bir Öğrenme Materyali Olarak Robotlar [Robots as a Learning Material in the Education of Individuals with Special Needs]. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 25(1), 170-183. https://doi.org/10.17556/erziefd.994710
• Karna-Lin, E., Pihlainen-Bednarik, K., Sutinen, E., & Virnes, M. (2006). Can robots teach? Preliminary Results on Educational Robotics in Special Education. In Sixth IEEE International Conference on Advanced Learning Technologies (pp. 319-321). IEEE.
• Kinova Jaco Assistive Robotic Arm (2023). Enabling New Possibilities. Retrieved from https://www.kinovarobotics.com/en/products/assistive-technologies/kinova-jaco-assistive-robotic-arm
• Knudson, D., & Morrison, C. (2002). Qualitative Analysis of Human Movement. Champaign: Human Kinetics.
• Kyle, J. (2006). Language Education of the Deaf. In K. Brown (Ed.), Encyclopedia of Language and Linguistics Vol 11 (pp. 411-414). Oxford: Elsevier.
• Lin, P., Abney, K., & Bekey, G. (2011). Robot Ethics: Mapping the Issues for a Mechanized World. Artificial Intelligence, 175(5-6), 942-949. https://doi.org/10.1016/j.artint.2010.11.026
• Mubin, O., Stevens, C. J., Shahid, S., Al Mahmud, A., & Dong, J. J. (2013). A Review of The Applicability of Robots in Education. Journal of Technology in Education and Learning, 1, 1–7. Retrieved from https://d1wqtxts1xzle7.cloudfront.net/45288492/A_review_of_the_applicability_of_robots_20160502-7820-ru2ja9-libre.pdf
• Moore, V., & Mc Conachie, H. (1994). Communication Between Blind and Severely Visually Impaired Children and Their Parents. British Journal of Developmental Psyhology, 12, 491-502.
• Mwangi, E., Diaz, M., Barakova, E., Catala, A., & Rauterberg, M. (2017). Can Children Take Advantage of Nao Gazebased Hints During Gameplay? In Proceedings of the 5th International Conference on Human Agent Interaction (pp. 421-424). ACM.
• Özdemir, E. (1983). Anadili Öğretimi [Mother Tongue Teaching]. Türk Dili, (379-380), 18-30. Retrieved from https://www.academia.edu/44080550/Anadili_%C3%96%C4%9Fretimi_Emin_%C3%96zdemir_T%C3%9CRK_D%C4%B0L%C4%B0_
• Özdemir, D., Karaman, S., Özgenel, C., & Özbolat, A. (2015). Zihinsel Engellilere Yönelik Robot Destekli Öğrenme Ortamlarında Etkileşim Alternatiflerinin Belirlenmesi [Determination of Interaction Alternatives in Robot-Assisted Learning Environments for the Mentally Disabled]. Journal of Research in Education and Teaching, 4(1), 332-343. Retrieved from http://www.jret.org/FileUpload/ks281142/File/32.ozdemir.pdf
• Panek, P. E., & Jungers, M. K. (2008). Effects of Age, Gender, and Causality on Perceptions of Persons with Mental Retardation. Research in Developmental Disabilities, 29(2), 125-132. https://doi.org/10.1016/j.ridd.2007.01.002
• Papakostas, G. A., Sidiropoulos, G. K., Papadopoulou, C. I., Vrochidou, E., Kaburlasos, V. G., Papadopoulou, M. T., ... & Dalivigkas, N. (2021). Social Robots in Special Education: A Systematic Review. Electronics, 10(12), 1398. https://doi.org/10.3390/electronics10121398a
• Pera (2018, Mart 04). Erken Çocuklulta Özel Eğitim [Special Education in Early Childhood]. Retrieved from https://www.pe-ra.com/haber-detay/erken-cocuklulta-ozel-egitim/24
• Robins, B., Dautenhahn, K., Boekhorst, R. T., & Billard, A. (2005). Robotic assistants in therapy and education of children with autism: can a small humanoid robot help encourage social interaction skills?. Universal access in the information society, 4, 105-120. https://doi.org/10.1007/s10209-005-0116-3
• Saerbeck, M., Schut, T., Bartneck, C., & Janse, M. (2010). Expressive robots in education - varying the degree of social supportive behavior of a robotic tutor. In Proceedings of the 28th ACM Conference on Human Factors in Computing Systems (pp. 1613–1622). ACM.
• Saranlı, A. G., Er, S., & Deniz, K. Z. (2017). Okul Öncesi Dönemdeki Üstü Yetenekli Çocukların Dil Gelişimlerinin Analizi [Analysis of Language Development of Gifted Children in Preschool Period]. Yaşadıkça Eğitim, 31(1), 1-20. Retrieved from https://openaccess.iku.edu.tr/entities/publication/54c3a831-62a0-40b8-a991-62517a956b9d
• Silverman, L. K. (2002). Asynchronous Development. In M. Neihart, S. M. Reis, N. M. Robinson, & S.Moon (Eds.). The Social and Emotional Development of Gifted Children: What Do We Know? Texas: Prufrock Press.
• Şen, N. (2021). Özel Eğitimde İnsansı Robotlar [Humanoid Robots in Special Education]. Avrupa Bilim ve Teknoloji Dergisi, (32), 832-842. https://doi.org/10.31590/ejosat.1047564
• Tuna, A., & Tuna, G. (2019). The Use of Humanoid Robots with Multilingual Interaction Skills in Teaching a Foreign Language: Opportunities, Research Challenges and Future Research Directions. Center for Educational Policy Studies Journal, 9(3), 95-115. Retrieved from https://www.pedocs.de/frontdoor.php?source_opus=18142
• Turkish Ministy of National Education (2013). Okul Öncesi Eğitim Programı [Preschool Education Program]. Ankara: Türkiye Cumhuriyeti.
• Weinberg, J. B., & Yu, X. (2008). Low-cost platforms for teaching integrated systems. IEEE Robotics and Automation Magazine, 4-6. https://doi.org/10.3182/20130828-3-UK-2039.00058
• Zhang, G., & Hansen, J. P. (2022). Telepresence Robots for People with Special Needs: A Systematic Review. International Journal of Human–Computer Interaction, 38(17), 1651-1667. https://doi.org/10.1080/10447318.2021.2009673
• Yavuz, K. (1991). Eğitim Psikolojisi [Educational Psychology]. Erciyes Üniversitesi Yayınları.
• Yousif, M. (2021). Humanoid Robot Enhancing Social and Communication Skills of Autistic Children. Artificial Intelligence & Robotics Development Journal, 80-92. Retrieved from https://www.acaa-p.com/index.php/airdj/article/view/29