1. TIC Educa 2012
2nd International Congress on ICT and Education
Cristina Isabel Conchinha
Lisbon, 2012

2. Objectives
• analyzing the interaction of users with slight CP,
compared to the use of robotic tools.
Characterizat
ion of
cerebral
The
palsy
educational
robotics
The inclusive identify any difficulties with which these users
school may be faced in the development of the
proposed tasks.
Robots and
Special
Education • understand the use of robotic devices, such as Lego
The Lego Mindstorms, it can be recommended as a
Mindstorms
learning/inclusive tool and used by schools and
Methodolog institutions that support individuals with CP.
y of
Research
• identify whether the use of these devices improves
Results and concentration and interest in these individuals.
Discussion
Final
Consideratio
ns

3. Objectives
Objectives
Characterizat
Characterizatio
Chronic Encephalopathy of
ion of
n of cerebral
cerebral
Childhood not Progressive (Júnior,
palsy
The
palsy Toffol, Júnior & Fonseca, 2009)
educational
The educational
robotics
robotics
The inclusive Result of a brain injury or maldevelopment of
Robots and
school the brain in one or more regions of the brain
Special
Education
(Valente, 1983), non-progressive (Diament,
Robots and
1996, quoted by Ferreira, 2007) occurred in the
Special
The Lego
Education early stages of development (Kavamoto [s.d.])
Mindstorms
The Lego in particular, during pregnancy, during childbirth
Mindstorms or after birth (APPC [s.d.], Merck [s.d.]), and is
Methodology
of Research
characterized by causing changes in posture
Methodolog
y of
and movement (APPC [s.d.]), i.e., the inability
Research to maintain full control of motor functions
Results and
Results and (Valente, 1983).
Discussion
Discussion
Final
Consideration
s

4. Objectives
Objectives
Considering:
Characterizat
Characterizatio requirements and
ion of
n of cerebral Papert's
cerebral + difficulties in awakening the
palsy constructionist
The
palsy interest and attention of
educational
The educational proposals
students by school content
robotics
robotics
The inclusive
Robots and
school • becomes necessary to create a learning
Special
Education
environment that leverages the natural talent of
Robots and the individual, values ​learning and challenge the
Special
The Lego
Education
skills acquired in a continuous and progressive
Mindstorms process (Labegalini, 2007).
The Lego
Mindstorms
Methodology
of Research
Methodolog
y of
Research The use of environments that involve robots, can be
Results and
Results and very motivating and their use may promote an
Discussion
Discussion excellent opportunity to collect data about students'
logical reasoning (Ricca, Lulis & Baden, 2006).
Final
Final
Consideration
Consideratio
s
ns

5. Objectives
Objectives The concept of inclusive school:
Characterizat
Characterizatio
ion of The 60's Northern Europe
n of cerebral
cerebral
palsy
The
palsy
educational
The educational
The 70's Portugal
robotics
robotics
The inclusive Article 74. Constitution of the
Robots and
school
Special
Portuguese Republic
Education
Robots and
Special
The Lego
Education
Mindstorms
The Lego
Mindstorms
Methodology
of Research
The current education policy welcomes the
Methodolog
y of inclusion of children with SN in regular
Research
Results and
classes by creating individual education
Results and
Discussion
Discussion plans that consider the needs and
specificities of students
Final
Final
Consideration
Consideratio
s
ns

6. Objectives
Objectives
Characterizat Several studies use robotics as a tool for teaching and
Characterizatio
ion of
n of cerebral
learning but few have been applied to special education
cerebral
palsy (Karna-Lin et al, 2006).
The
palsy
educational
The educational
robotics
robotics
Druin et al (1999) describes a robot that tells stories and
The inclusive interacts with children, teaching them to deal with their
Robots and
school emotions.
Special
Education
Robots and Plaisant et al (2000) used LEGO blocks to build robots
Special aiming to develop methodologies for rehabilitation of
The Lego
Education
Mindstorms children with SN.
The Lego
Mindstorms Castilho, Condado and Lobo (2005) analyzed the potential
Methodology of GogoBoard and Logo programming as tools to support
of Research
Methodolog users with a CP.
y of
Research Cook, Adams, Volden, Harbottle, and Harbottle (2010)
Results and
Results and
Discussion conducted a study with ten children with CP which asked
Discussion the participants to interact with a prototype created by Lego
Mindstorms called for "roverbot."
Final
Final
Consideration
Consideratio
s
ns

7. Objectives
Objectives
In 1998 MIT and Lego presented the Robotics
Characterizat
Invention System [RIS] a computer program that
Characterizatio allows users to program and build their own robots, in
ion of
n of cerebral
cerebral
palsy a simple and flexible manner (Ricca, Lulis & Baden,
The
palsy 2006).
educational
The educational
robotics
robotics In 2009 it was offered for sale another
The inclusive version of the initial prototype called for
Robots and
school
Special
Lego Mindstorms NXT.
Education
Robots and
Special
The Lego
Education
MindStorms
The Lego
Mindstorms
Methodology
of Research
Methodolog
y of
Research
Results and
Results and
Discussion
Discussion
Final
Final
Consideration
Consideratio
s
ns

8. Objectives
Objectives
Characterizat
Characterizatio
ion of
n of cerebral
cerebral
palsy
The
palsy
educational
The educational
robotics
robotics
The inclusive
Robots and
school
Special Prototype robot is following the path made ​by
Education
Robots and the user C (4. Session).
Special
The Lego
Education
Mindstorms
The Lego
Mindstorms
Methodology
of Research
Methodolog
y of
Research
Results and
Results and
Discussion
Discussion
Final
Final Prototype robot about to hit the ball (5. Session).
Consideration
Consideratio
s
ns

9. Objectives Pragmatic approach, a qualitative type, which involved:
Characterizat
a) Participant observation in five working sessions (maximum
ion of
cerebral
60 minutes) with users and respective video recording;
The
palsy
educational b) construction of the logbook of the researcher;
robotics
The inclusive
c) Questionnaires to participating users;
school
d) Interview with the physiotherapist of the users.
Robots and
Special
Education We counted on the collaboration of the Regional Center of
The Lego Faro of the Portuguese Association of Cerebral Palsy.
Mindstorms
Participants:
Methodolog
y of User A: 16 years; 9th grade school; Child CP spastic unilateral, left
Research hemiparesis with lameness in the march by increasing the tone and
Results and decrease musculoskeletal; Difficulty in learning and applying
Discussion knowledge.
User C: 13 years; 6th Grade; CP-type spastic right hemiparesis,
Final asymmetrical gait and tendency to flexion of the trunk; Presents
Consideratio difficulties in specific motor tasks.
ns

10. Objectives
Objectives
The results pointed to the active participation of the
Characterizat users during the construction, programming and
Characterizatio
ion of
n of cerebral interaction with the prototype, demonstrating that
cerebral
palsy they acquired new learning while they were
The
palsy
educational
The educational interacting positively with the prototype, with each
robotics
robotics other and with the researcher.
The inclusive Table 1 - Matrix list of variables
Robots and
school
Special Users
Experience of users
Education
Robots and A C
Special Participate in the activities
The Lego yes yes
Education
Mindstorms
proposed
The Lego
Yes, but shows some
Mindstorms Learn
difficulties in programming
yes
Methodology
of Research
Methodolog
Are autonomous Yes, very often yes
y of
Research
Results and
Results and Reveal difficulties
Yes. Especially during Some, during
Discussion programming programming
Discussion
Final
Final
Consideration
Consideratio
s
ns

11. Objectives
Objectives Table 2 - Results of interview to physiotherapist
Characterizat
Characterizatio
ion of
n of cerebral
Question Answer
cerebral
palsy Recommended the Lego Mindstorms to other
Yes
The
palsy users with CP
educational
The educational
robotics Implement the Lego Mindstorms therapy of users Yes, to break the routine
robotics
The inclusive Did the kit suitable for users with CP Yes, but needed a better understand
Robots and
school
Special
Education Modifications performed in the kit Maybe change the size of some pieces
Robots and
Special
The Lego
Education
Mindstorms
Relevance of the project Yes
The Lego
Mindstorms
Methodology
of Research
During the project the therapist identified the
Methodolog
y of Research
opportunity to take a different approach with the help
of educational kit and the software, stating that she
Results and
Results and would not only recommend the Lego Mindstorms to
Discussion
Discussion users with a CP as well as she would use it in her
Final
Final
sessions.
Consideration
Consideratio
s
ns

12. Objectives
Objectives After analyzing the data it can be infered the reliability of
Lego Mindstorms as a development tool used by schools and
institutions that support individuals with CP.
Characterizat
Characterizatio
ion of
n of cerebral
cerebral
palsy Participants (users, physiotherapist and the researcher in
The
palsy his own logbook) expressed unanimous and consistent
educational
The educational
robotics
robotics thoughts indicating that the Lego Mindstorm can be used
in teaching context of these users.
The inclusive
Robots and
school
Special
Education
Robots and Regarding the learning achieved, users showed learning
Special quickly the steps needed to assemble the prototype.
The Lego
Education
Mindstorms
The Lego
Mindstorms Programming was a challenge for the users, however both
Methodology showed some understanding of the concepts inherent to the
of Research
Methodolog programming.
y of
Research Thereby it is possible to recommend the adoption of this tool
Results and
Results and by educational and inclusive institutions, rehabilitation
Discussion
Discussion centers or even within the family of slight CP users. The kit
may lead to improvements and may be an alternative
Final
Final
Consideration resource and differentiator of therapies used, allowing users
Consideratio
s
ns an escape from the routine.

13. References:
APPC Faro. Consultado a 24 de Março de 2011 através http://www.appc-faro.org.pt/
Bogdan, R., & Biklen, S. (1994). Investigação qualitativa em educação: Uma
introdução à teoria e aos métodos. Porto: Porto Editora.
Cook, A., Encarnação, P., & Adams, K. (2010b). Robots: assistive technologies for play, learning and cognitive development.
Technology and Disability. Consultado a 02 de Outubro de 2011 através de
http://compsar.anditec.pt/index.php?option=com_rokdownloads&view=file&task=download&id=25%3A2010-
cookencarnacaoadamstd223robots-assistive-technologies-for-play-learning-and-cognitive-development&Itemid=3
Diário da República Eletrónico, 1.ª série (1986). Lei de Bases do Sistema Educativo. Retirado de
http://www.dges.mctes.pt/NR/rdonlyres/2A5E978A-0D63-4D4E-9812-46C28BA831BB/1126/L4686.pdf
Druin, A. & Hendler, J. (2000). Robots for kids: exploring new technologies for learning. São Francisco: Morgan Kaufmann
Publishers Inc.
Ferreira, H. (2007). Aspectos familiares envolvidos no desenvolvimento de crianças com paralisia cerebral. Universidade de São
Paulo, Ribeirão Preto.
Kärnä-Lin, E., Pihlainen-Bednarik, K., Sutinen, E. & Virnes, M. (2006). Can Robots Teach? Preliminary Results on Educational
Robotics in Special Education. Proceedings of the Sixth International Conference on Advanced Learning Technologies (ICALT'06)
Press, 3.
Kavamoto, C., s.d., Paralisia cerebral. Consultado a 23 de Março de 2011 através de
http://www.entreamigos.com.br/sites/default/files/textos/Paralisia%20Cerebral.pdf
Manual Merck. Consultado a 29 de Novembro de 2010 através de http://www.manualmerck.net/?id=296
Plaisant, C., Druin, A., Lathan, C., Dakhane, K., Edwards, K., Maxwell, J. & Montemayor J. (2000). A storytelling robot for pediatric
rehabilitation. In Proceedings ASSETS '00, Washington, ACM, New York, pp. 50-55. Consultado a 10 de Junho de 2011 através de
ftp://ftp.cs.umd.edu/pub/hcil/Reports-Abstracts-Bibliography/2000-16html/2000-16.html
Ricca B., Lulis E. & Bade D. (2006). LEGO Mindstorms and the growth of critical thinking. Press, 6.
Valente, J. (1983). Creating computer-based learning environment for physically handicapped children. Massachusetts Institute of
Technology, Cambridge

14. cristina _conchinha@hotmail.com www.facebook.com/robotsnee