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Avatars, Humanoids, and the Changing Landscape of Assessment and Intervention for Individuals with Disabilities across the Lifespan

Avatars, Humanoids, and the Changing Landscape of Assessment and Intervention for Individuals with Disabilities across the Lifespan
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Author(s): Emily Hotez (City University of New York – Hunter College, USA)
Copyright: 2016
Pages: 27
Source title: Special and Gifted Education: Concepts, Methodologies, Tools, and Applications
Source Author(s)/Editor(s): Information Resources Management Association (USA)
DOI: 10.4018/978-1-5225-0034-6.ch004

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Abstract

In recent years, there has been a burgeoning field of research on the applications of virtual reality and robots for children, adolescents, and adults with a wide range of developmental disabilities. The influx of multidisciplinary collaborations among developmental psychologists and computer scientists, as well as the increasing accessibility of interactive technologies, has created a need to equip potential users with the information they need to make informed decisions about using virtual reality and robots. This chapter aims to 1) provide parents, professionals, and individuals with developmental disabilities with an overview of the literature on virtual reality and robot interventions in childhood, adolescence, and adulthood; and to 2) address overarching questions pertaining to utilizing virtual reality and robots. This chapter will shed light on the far-reaching potential for interactive technologies to transform therapeutic, educational, and assessment contexts, while also highlighting limitations and suggesting directions for future research.

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