THE USE OF ASSISTIVE ROBOTICS FOR CHILDREN WITH SPECIAL NEEDS

Abstract

This study investigates the impact of an assistive robot with adaptive technology on promoting the autonomy and engagement of children with motor or intellectual disabilities. The central objective was to develop and evaluate the effectiveness of this tool in the context of inclusive education. A case study with a mixed-methods sequential design approach was adopted, carried out at Faculdade Santa Terezinha (CEST), in São Luís–MA. In the first phase, a mixed-methods sequential design case study, observation protocols and structured questionnaires were applied to measure motor performance and affective engagement (Emotionometer and sound support modes). In the second phase, of a qualitative nature, semi-structured interviews were conducted with students, teachers, and family members to deepen the understanding of the observed phenomena. Data triangulation revealed that numerical indicators of autonomy converged with subjective reports of improvement in pedagogical and linguistic interaction (storytelling mode). The integration of the data allowed us to conclude that the robot not only assists in functional tasks but also transforms the student's perception of self-efficacy. The findings indicate that assistive robotics is a viable and replicable strategy, offering practical contributions to neuroeducation and to strengthening inclusive educational technologies in the Brazilian context.