Harnessing Robotics and Coding to Foster Social-Emotional Learning in Students With Autism

Abstract

Science, technology, engineering, and mathematics (STEM) curriculum and learning activities may help students learn social-emotional learning (SEL) competencies needed to support independence and community living, as well as 21st-century career development skills. Including robotics and coding curriculum in elementary classrooms can offer all students engaging academic experiences that include opportunities for students to problem solve, discuss ideas, and collaborate to find solutions. This article presents a vignette about a teacher’s use of technology and robotics to engage a student with autism while supporting their SEL needs. The vignette was inspired by real scenarios in classrooms where educators have utilized technology to support students with disabilities and promote inclusive learning environments. Options for attainment and use of robotics and coding in the classroom are presented, including a future option through an open-educational resource, Project RAISE.