In 2020, the Centers for Disease Control and Prevention (CDC) reported that approximately 1 in 54 children is diagnosed with autism in the United States. These children enter the educational system with unique learning styles that need to be considered. Of course, educators and parents alike want children to learn and grow, both academically and socially.
The good news is that it has been proven that building repetition in children with autism can boost their learning capacity. Interactive robots are a perfect vehicle for this method.
Learn more about how Robots can teach children with autism in a way that is repetitive and predictable, which allows for repeated practice, and ultimately boosts their academic success.
The Importance of Repetition in Academics
Neurodiverse students (students with autism and other neurological differences) and neurotypical students are both alike in that they benefit from repeated exposure and practice; repetition solidifies learned concepts. Educators build repetitive practice when they teach new concepts.
Nowadays, multiplication concepts are not simply taught rotely, through multiplication tables and memorization, but students have multiple exposures using manipulative tools, charts, visual aids, partner games, algorithms, and so on. With time, repetition, and multiple exposures children learn and understand multiplication concepts. In this sense, children with autism are the same as their peers.
In a research paper penned by multiple pioneers in autistic learning, a study shows that “students with autism spectrum disorders may require more time and repetition to learn a new skill or concept and incorporate it into their existing repertoire.” The solution can be found simply in allowing more time to build repetition routines to help them reinforce learned skills to their existing repertoire.
Educators can supplement their teaching with interactive robots that can engage in a systematic practice of concepts they are exposed to in the classroom.