Psychotherapy Articles

Psychotherapy Articles

Robots Revolutionize Learning: Special Education Soars with Artificial Intelligence Companions

In a world still reeling from the pandemic’s disruption, a beacon of hope shines brightly in the realm of special education. Educational robotics, once a futuristic dream, is now a life-changing reality, offering exceptional children a lifeline amidst the challenges of isolation and disrupted learning. These are not just machines; they are artificial intelligence (AI) companions, bridging the gaps left by the pandemic and empowering children to reach their full potential.

Imagine a child with autism, struggling with communication after months of remote learning. Now, picture them interacting with a robot designed to understand and respond to their unique needs, patiently navigating the social nuances lost in virtual classrooms. This is the magic of educational robotics. These socially-aware robots programmed with emotional intelligence, create safe spaces where children can practice communication skills, build confidence, and express themselves freely, reclaiming the social interaction stolen by the pandemic (Tahan & Saleem, 2023).

But the impact goes far beyond communication. These robots, like personalized tutors unaffected by the pandemic’s disruptions, can be programmed to cater to individual learning styles and paces, offering tailored instruction in math, science, and even social-emotional learning. Children with physical disabilities can control robots through voice commands or assistive technology, fostering a sense of independence and participation often diminished during remote learning. Studies have shown dramatic improvements in focus, problem-solving, and critical thinking skills in students using educational robotics, a testament to their ability to reignite the spark of learning dimmed by the pandemic (Tahan et al., 2023; 2024a).

The most heartwarming aspect of this revolution is the human connection. These non-judgmental companions provide a safe haven for learning and exploration, reducing anxiety and promoting social interaction in a way that transcends the limitations of virtual classrooms. For children who faced social challenges during the pandemic, robots can act as stepping stones to building relationships with peers, offering a much needed bridge back to social connection.

The future is now, and it’s filled with robots that are more than machines. They are partners in learning, empowering exceptional children to overcome the pandemic’s setbacks and reach their full potential. As technology advances and costs decrease, this transformative tool is poised to become accessible to more children, creating classrooms where robots seamlessly integrate into the learning environment, tailoring instruction and fostering growth for every student (Tahan, 2019; 2023). This is not just the future of special education; it’s a beacon of hope, reminding us that even in the face of adversity, innovation and human connection can pave the way for a brighter tomorrow.

The emergence of robotics in special education presents a paradigm shift with significant clinical implications. By leveraging adaptive technologies, robots offer tailored learning experiences that cater to the unique needs of students with diverse abilities. These interactive tools provide a platform for engagement and skill development, fostering motivation and autonomy in the learning process. Moreover, robotics can serve as a catalyst for social interaction and communication, offering a non-judgmental environment for practicing and refining these essential skills. Through real-time data collection and analysis, clinicians and educators can gain valuable insights into students’ progress and tailor interventions accordingly, promoting personalized and effective learning experiences. Ultimately, the integration of robotics in special education has the potential to enhance therapeutic approaches, improve learning outcomes, and empower individuals with special needs to thrive in academic and social settings (Tahan et al., 2024b).

Mohammad Tahan, Ph.D in psychology and education of exceptional children at University of Tehran, is a Lecturer at Farhangian University & Islamic Azad University. he is a psychologist with more than 5 years of experience of teaching/training, research and counseling. he has received many academic awards being a meritorious scholar. Her research interests include but are not limited to family psychology, emotion regulation, social competence, adolescent psychology, Mental health, Sex therapy, Clinical disorders, Neuroscience, Clinical Practice, Sexual Abuse, art therapy and religiosity. he has more than 20 publications. As an educator, it is important to her that she conduct excellent applied research in the area of psychology, in a supportive environment. he has proficiency to apply the knowledge in diverse settings; clinical, educational. he has been an member of scientific committees at journals. he is recognized by her peers as a Scientific and Research expert who generates new ideas.

Cite This Article

Tahan, M. (2024, June). Robots revolutionize learning: Special education soars with artificial intelligence companions. Psychotherapy Bulletin, 59(3).

 

References

Tahan, M. (2019). Artificial intelligence applications and psychology: An overview. Neuropsychopharmacologia Hungarica, 21(3), 119-126

Tahan, M. (2023). Robot-based psychological intervention program for the prevention of child sexual abuse: An overview. Neuropsychopharmacologia Hungarica, 25(1), 18–25

Tahan, M., Afrooz, G. A., & Bolhari, J. (2023). Designing, assessing, and effectiveness a psychological interventions program with a robot for children sexual care. Middle East Current Psychiatry, 30(1), 73. https://doi.org/10.1186/s43045-023-00347-9

Tahan, M., Afrooz, G. A., & Bolhari, J. (2024a). Training and evaluation of robot-based psychological intervention program for preventing child sexual abuse. Child Protection and Practice, 100030, https://doi.org/10.1016/j.chipro.2024.100030

Tahan, M., Afrooz, G., & Bolhari, J. (2024b). Training of a robot-based psychological intervention program to prevent inappropriate touching of children. Middle East Current Psychiatry, 31(1), 12. https://doi.org/10.1186/s43045-024-00404-x

Tahan, M., & Saleem, T. (2023). Application of artificial intelligence for diagnosis, prognosis and treatment in psychology: A review. Neuropsychiatry and Neuropsychology, 18(1), 36–45. https://doi.org/10.5114/nan.2023.129070

 

0 Comments

Submit a Comment

Your email address will not be published. Required fields are marked *