Eureka! Institutional Repository

This systematic review explores existing research in the field of using social robots as agents to promote integration and inclusion in the school environment for children with visual impairments. Although the relevant field is recent, with the result that no particular research has been developed as in other fields, such as for example the use of social assistance robots for children with autism, the results demonstrate that the issue in question is a privileged field of research with increased interest especially in recent years. Long-term design, classroom implementation, and evaluation of different scenarios, robot roles, personality, and interactive modes will enrich classroom dynamics and advance knowledge about inclusive experiences of visually impaired children. On a broader level, we believe that this systematic review will contribute to finding new approaches to the inclusion of children with visual impairments both in the school space and in society in general, in exploring the dynamics of using social assistance robots to achieve inclusive school classrooms , improving accessibility and valuing individual abilities to create inclusive experiences. These contributions can also inform future research for adults or children with other inclusion challenges (e.g., gender, race, religion, bullying).