RU2632770C1 - Method for rehabilitation and socialization of students with disabilities and health limitations under conditions of inclusive professional education - Google Patents

Abstract

FIELD: education.

SUBSTANCE: rehabilitation and socialization are based on the robot method and include joint training of students with disabilities or HL and their healthy peers on working professions under the conditions of inclusive vocational training in lyceum or college. A series of lessons on the chosen working profession is conducted by a master of production training. Each lesson includes setting of goals and objectives for the lesson, briefing on safety, explanation of a new topic with a demonstration of specific labour operations for the chosen working profession. Health breaks, psychological testing and diagnosis of well-being, activity and mood of students are performed during the lesson, constant dialogue with students is maintained by approving their actions and pointing out the shortcomings, as well as summarizing the lesson and explanation the homework for the next lesson. During learning a real humanoid robot tutor or virtual humanoid robot tutor in the form of a 3D model is used that replenishes mental and physical disabilities of students with disabilities or HL.

EFFECT: development of working professions, replenishment of intellectual and physical shortcomings of students.

3 cl, 2 dwg, 3 ex

Description

The invention relates to the field of pedagogy, in particular to pedagogy of vocational education and secondary special education (inclusive education), social pedagogy, and can be used for the rehabilitation and socialization of young people with disabilities with preserved intelligence and people with disabilities (HIA) who have the following diseases: irreversible consequences of injuries of the peripheral nerves, hearing impairment, autism, deafness, etc., through vocational training for workers with specialties (metalworking, culinary, turning, jewelry, sewing, etc.) by applying a robot method that is effective for the rehabilitation and socialization of disabled people and students with disabilities in an inclusive vocational education. The robot method is also used as a learning tool in the process of preparing students for working professions.

There is a method of psychological rehabilitation of children with impaired intelligence based on a computer synergistic system (RU 2120314, IPC A61M 21/00, A61B 5/16, publ. 20.10.1998). The method includes conducting classes in a game mode, presenting visual information and speaking speech material in the form of words and sentences in the form of a dialogue. Pre-form the increasing complexity of the articulation of sound, words, simple sentences and corresponding in meaning, the lexical structure of the video image; the child is presented with the information received in increasing complexity, distorted by changing the degree of speech illegibility and “blurred” image, during the presentation process they change the degree of distortion and achieve error-free speech and understanding of the situation by the child.

There is a method of conductive and pedagogical rehabilitation of patients with cerebral palsy, including teaching a child a methodologist and pedagogue how to perform motivational movements in a playful way using a sports equipment with speech highlighting of the meaning of the performed action. At the first stage, the methodologist, and then the methodologist, together with the teacher, with the participation of other children, demonstrate a game complex in front of the child being trained, creating positive emotions in the child’s mind; then they present a sports apparatus as a motivation for the manifestation of functional movements, which is an object or toy familiar to the child, orient the movements on it, while when the student makes movements, the teacher simultaneously performs motivational movements, supporting the child by the hands and feeling his muscular reactions, helps the child choose purposeful from his random movements, adjusting the direction to the motivational subject; then in a game form they form a motor stereotype by repeating motivational purposeful movements (RU 2272606, IPC A61H 1/00, publ. 03/27/2006).

It is known to use a humanoid robot (for example, the NAO robot: http: //autism-aba.blogspot/en/2013/03/robot-helps-train-children.html) in teaching autistic children. The use of such robots can improve social skills in children.

The robot method is a method using a human-like real or virtual robot, replenishing those educational, training and production tasks (labor operations) that a student with a disability with impaired mental or physical disabilities during the training of a working profession in an inclusive vocational education cannot complete.

The objective of the invention is to increase the effectiveness of training for people with disabilities and students with disabilities in inclusive vocational education.

The technical result is the successful development of disabled professions by students and students with disabilities from a special education program (metalwork, culinary, turning, jewelry, sewing, etc.).

The problem is solved, and the technical result is achieved by the method of rehabilitation and socialization of boys and girls with disabilities or limited health abilities (HIA), based on a robot-method and including joint training of students with disabilities or HIA and their healthy peers in working professions in the conditions of inclusive vocational training of a lyceum or college in which a series of lessons on the chosen working profession is carried out by the master of industrial training, and each lesson includes setting goals and objectives for rock, safety briefing, explanation of a new topic with a demonstration to students of specific labor operations in their chosen occupation, conducting health breaks, psychological testing and diagnostics of students' well-being, activity and mood during the lesson, constant dialogue with students by approving their actions and indicating on the shortcomings, as well as summarizing the lesson and explaining the homework for the next lesson, and in the process of training they use a real humanoid robot - a tutor or virtual humanoid robot tutor in the form of a 3D model that compensates for the mental and physical disabilities of students with disabilities or disabilities, while before the start of the lesson, a programmer or a production training master uses an intelligent human-machine interface in the memory of the robot unit responsible for the model behavior for organizing the interaction of the robot with students in the process of targeted actions during their training, introduces the current model of behavior for organizing the interaction of the robot with students and the master of vocational training during the current training session, and the dialogue with students during the lesson is carried out through the robot unit "dialogue system", which includes a speaker, a speech synthesis subsystem and a speech articulation subsystem of the robot - block "motor system", which also used to demonstrate the corresponding movements of the legs, arms, body, head of the robot during a lesson or a physical break, and the demonstration of high-precision labor operations is carried out by means of a robot-tute using the robot unit “manipulators-brushes of the left and right hands of the robot”, and the control units “motor system”, “manipulators-brushes of the left and right hands of the robot”, “dialogue system” are carried out on the basis of the “intelligent control system ( ISU) of the robot implemented programmatically in the robot microcontroller ”of the robot behavior control program based on the current information of the“ behavior model for organizing the interaction of the robot with students in the process of targeted actions during their training ”module, learning information contained in the block “kinematic and dynamic models of the robot”, as well as current information obtained using the block “feedback sensors for monitoring the position of the motors and servos of the legs, arms, body and head of the robot”, in addition, for the dialogue of the robot with students and the master of vocational training also use the “sensor system” block, and to implement the algorithms for intelligent control of the robot’s behavior, they use the “knowledge base” block, implemented on the basis of neural network algorithms, the “subsystem” block perception control system, block “robot behavior subsystem” and block “decision support system (SSSR)” to provide a strategy for interaction between the robot and students using the following six cognitive agents: the agent “Hear-Speak”, which implements acoustic perception and voice communication with students and a master of vocational training, the agent "I See-Hear-I Speak", realizing visual and acoustic perception and communication of the robot, the agent "I See-Move", realizing visual perception and purposeful deliberate movement of the robot among students in the classroom, the agent “I see-Manipulate”, which implements visual perception and targeted manipulation of environmental objects, the agent “Safe-Contact”, which implements security control and correction of actions in dangerous situations when interacting with people, the agent “I hear- I See-Learn ”, which implements visual-acoustic perception and behavior training in different modes.

According to the invention, a robot tutor during physical breaks demonstrates physical exercises in a playful way, and also conducts psychological testing together with a psychologist; A student with a disability or disability education is taught at home and takes part in an online lesson in real time using Skype under the supervision of a real master of vocational training.

The invention is illustrated by schemes, where:

in FIG. 1 shows a diagram of the structure of a humanoid robot tutor and its intelligent control system;

in FIG. 2 is a diagram explaining the physical education minutes in an inclusive group consisting of students with disabilities or disabilities and healthy peers.

The structure of a humanoid robot tutor (block 1 in Fig. 1) includes:

2 - sensory system, which includes two microphones for entering students' speech, tactile sensors for affecting the tactile receptors of the robot arm of the left and right hands of the robot;

3 - a system of technical vision (STZ), which includes two video cameras and two ultrasonic rangefinders to provide binocular vision of the robot, for example, using the kinect device (Glushko Yu.E., Babkov BC Evaluation of the possibility of using the MicrosoftKinect platform as part of virtual simulators / Proceedings of the scientific conference "Information Control Systems and Computer Monitoring" (IMS and KM 2012), 2012, S. 700-704);

4 - feedback sensors for monitoring the position of the motors and servos of the legs, arms, body and head of the robot;

5 - motor system, which includes motors and servos of the legs, arms, body, head and subsystem of articulation of the speech of the robot;

6 - manipulators-brushes of the left and right hands of the robot;

7 - a dialogue system that includes a speaker and a speech synthesis subsystem.

In FIG. 1 is indicated:

block 8 - the intelligent control system (ISU) of the robot, implemented programmatically in the microcontroller of the robot, which includes:

9 - a subsystem of perception management;

10 - subsystem for controlling the movement of the robot;

11 - a subsystem for controlling the behavior of the robot;

12 - the knowledge base (KB) consists of:

13 - model of the surrounding world for organizing the initial interaction of the robot with students, 14 - kinematic and dynamic models of the robot for organizing targeted movements of the motor system of the legs, arms, body, head and subsystem of articulation of the speech of the robot, 15 - behavior model for organizing the interaction of the robot with students in the process of targeted actions in their training;

16 - decision support system (DSS) to provide a strategy for the interaction of the robot and students using the following six cognitive agents:

17 - agent “Hear-Speak”, realizing acoustic interaction with environmental objects (acoustic perception and voice communication with students and a master of vocational training);

18 - agent "I see-Hear-Speak", which implements visual-acoustic interaction with environmental objects (visual and acoustic perception and communication);

19 - the agent "I see-Move", realizing visual perception and targeted movement among students in the classroom;

20 - the agent "I see-Manipulate", which implements visual perception and targeted manipulation of environmental objects;

21 - “Safe-Contacting” agent, which implements security control and correction of actions in dangerous situations when interacting with people;

22 - agent “Hear-See-Learn”, realizing visual-acoustic perception and teaching behavior in different modes;

23 is an intelligent human-machine interface.

In FIG. 2 is indicated: 24 - a master of industrial training, 25 - a humanoid robot tutor, 26 - a student with a disability or disabilities, 27 - a healthy peer.

The method is as follows.

A series of lessons on the chosen working profession is carried out by the master of industrial training, while students with disabilities or disabilities and their healthy peers are taught together. Lesson topics and their number are developed on the basis of the program and curriculum in accordance with the federal state educational standards for third-generation secondary vocational education (GEF SPO) for a specific working profession. Each lesson includes setting goals and objectives of the lesson, safety briefing, explaining a new topic with demonstration to students of labor operations in their chosen occupation, conducting wellness breaks, psychological testing and diagnostics of students' well-being, activity and mood during the lesson, constant dialogue with students by approving their actions and pointing out shortcomings, as well as summarizing the lesson and explaining the homework for the next lesson, and in the learning process they use ealnogo humanoid robot tutor or virtual in the form of 3D-models.

Before the start of the lesson (Fig. 1), the programmer or master of production training using the intelligent human-machine interface (block 23) stores the current behavior model in the memory of block 15 to organize the interaction of the robot with students and the production training master during the current training session. The dialogue with students during the lesson (presentation of the material, explanation of the assignment, etc.) is carried out by the robot using block 7 (dialogue system) and the speech articulation subsystem of the robot of block 5 (motor system), which is also used to demonstrate the corresponding movements of the legs, arms, body , the head of the robot (using appropriate motors and servos) during a lesson or physical break. To demonstrate high-precision labor operations, block 6 is used - manipulators-brushes of the left and right hands of the robot. Blocks 5, 6 and 7 are controlled on the basis of the robot behavior control program embedded in block 8, based on the current information of block 15, the motion control program. To do this, use the information embedded in block 14 - kinematic and dynamic models of the robot, as well as current information obtained using block 4 (feedback sensors that monitor the position of motors and servos of the legs, arms, body and head of the robot). In addition, for the dialogue of the robot with students and the master of vocational training, block 2 is also used - a sensory system, which includes two microphones for entering students' speech, tactile sensors for affecting the tactile receptors, robot manipulators of the left and right hands of the robot, block 3 - a vision system, the information with which is processed by block 9 using block 16 (decision support system).

To implement the algorithms of intelligent control of the robot’s behavior, the following are used: block 16, block 12, block 11, block 9 - a perception control subsystem (neural network algorithms are implemented based on the techniques described in the works (E. Koryagin, Development of a high-level anthropomorphic robot control system / Neuroinformatics, 2013, volume 7, No. 1, pp. 1-17; L. Stankevich, Neurological means of control systems for intelligent robots, pp. 58-110 / Scientific session of Moscow Engineering Physics Institute 2004. U1 All-Russian Scientific and Technical Conference “Neuroinfor Matika-2004 ": Lectures on Neuroinformatics. Part 2. - M .: MEPhI, 2004, - 200 p.).

In the learning process, a virtual robot tutor implements the same functions as a real humanoid robot and contains the same intelligent control system, which is presented in FIG. 1. The virtual robot tutor also contains blocks 2-7. However, blocks 4-7 are implemented as virtual models programmatically using 3D modeling technology. Interaction with students takes place virtually using virtual information visualization tools (for example, a virtual retinal monitor or a virtual reality study room, with the help of which the necessary actions and movements of the virtual robot tutor are displayed during the training process. In this case, the 3D model of the robot can be represented as a humanoid robot or in order to increase interest and motivation for student learning - in the form of a cartoon (attractive, well-recognizable) “movie hero”.

Thanks to its structure and intelligent control system (Fig. 1), a robot tutor can demonstrate specific labor operations, during fitness breaks he can demonstrate physical exercises in a game form (physical training minutes can be performed in any form or using various methods of physical training minutes). The robot spends 15 minutes as the students become tired. The robot can also conduct psychological testing together with a psychologist (for example, according to the SAN technique - http://www.oksanochka.com/003/001/024_3.shtml).

A student with a disability can study at home and take part in a lesson online in real time using Skype under the supervision of a real master of vocational training. The form and content of the lesson may vary. It may include a virtual tour depending on the chosen working specialty, for example, at a confectionery factory.

The learning process is continuous. If it is not possible to attend classes at an educational institution, a student can take online education at home.

Case Studies

Example 1. S. Ruslan, 19 years old. Diagnosis: severe paresis of the lower extremities with trophic disorders. He studied baking (according to GEF SPO 260103.01 on the basis of basic general education) for 2 years and 10 months.

Prior to rehabilitation, the proposed method did not show much interest in learning, was passive in school lessons, did not take part in the life of the team.

He was trained in a group of 4 patients and 4 healthy peers (inclusive group). Ruslan participated in online lessons in real time. A real humanoid robot tutor was used.

In the process of training, physical education minutes were held for 15 minutes at each lesson. During the physical education, the master of production training supervised its implementation. Ruslan pressed buttons to raise and lower the wheelchair platform and its vibration. Also, a massage mat was installed on the wheelchair, which was used during physical exercises to massage the spine and other organs (the hip joint).

After training on the proposed method, he became more active, began to get involved in sports, speech became more clear, clear, made friends, began to attend theater, exhibitions, i.e. improved quality of life. He entered the university at the Faculty of Biology.

Example 2. P.Sh. Guzel, 23 years old. Diagnosis: autism. She was trained as a sewing equipment operator, a seamstress (according to Federal State Educational Standards SPO 2620.19 on the basis of basic general education) for 10 months.

Before rehabilitation, the proposed method was unsociable, her speech was monosyllabic, she was characterized by constant fears and stereotypical movements, a bad mood.

The lessons were held in a game form in the form of a business and role-playing game in Atelier. After classes with the participation of a virtual robot in an inclusive group with healthy peers, the mental state noticeably improved, she became calmer, her vocabulary increased, she became more connected, her fears and stereotypes of behavior decreased markedly. I entered a professional lyceum and successfully graduated from it, currently working in an individual sewing workshop at home.

An example of using a robot tutor in a sewing training lesson. Previously, the robot instructs on winding the thread on the bobbin. Next, the robot addresses students (part of the dialogue): “Hello! Today we begin the lesson by consolidating the material covered. I beg you to monitor the operation of the monitor and correctly follow all my instructions. So, please install the spool of thread on the shaft designed for it and pass the thread around the thread tension regulator when winding on a bobbin. Have you done everything? ... Well done! Pass the end of the thread through the hole in the bobbin from the inside. Do not rush, please! Place the bobbin on the winder shaft and slide the shaft to the right ... That's right! Fine! Manually rotate the bobbin clockwise until the spring on the shaft falls into the groove on the bobbin that is intended for it. Be extremely careful here! While holding the end of the thread, gently depress the pedal so that a few turns of the thread wrap around the bobbin. Then stop the car. Then cut the excess thread over the bobbin and, while depressing the pedal, continue winding the thread on the bobbin. " The robot repeatedly repeats this instruction.

The robot itself can perform some movements instead of a student with disabilities.

Example 3. Sh.V. George, 21 years old. Diagnosis: deafness. He studied jewelry 3 years 5 months (according to the Federal State Educational Standards of the Russian Federation for Education and Science SPO 072500.02 “Jeweler. Cutter of inserts for jewelry and art products” on the basis of basic general education).

Before rehabilitation by this method, he was unsure of himself, had no favorite occupation, tried to stay away from the team, was quick-tempered and irritable.

After applying the proposed method to him, he began to show a creative approach to his chosen profession. George became the winner and prize winner of subject Olympiads of various levels, the author of non-standard projects, the winner of creative competitions in jewelry.

Thus, the robot compensates for the mental and physical disabilities of students with disabilities, shows the performance of certain labor operations in a particular working profession or performs them themselves. The use of a humanoid robot in teaching working professions will contribute to: improving the quality of educational work of masters of industrial training, teachers and other specialists; the formation of technical competence among students, logical and engineering thinking, contributes to the development of interest in robotics; the development of students' communicative competencies, as well as speech behavior, communication, etc., the popularization of working professions, will help diversify the educational process of an educational institution (lyceum, college).

Thus, the application of the invention allows students with disabilities or disabilities in inclusive vocational education to master the working profession, which leads to their rehabilitation and socialization in society. The learning process is continuous. If it is not possible to attend classes at an educational institution, a student can take online education at home.

Claims (3)

1. A method of rehabilitation and socialization of boys and girls with disabilities or disabilities (HIA), based on a robot-method and including joint training of students with disabilities or HIA and their healthy peers in working professions in the conditions of inclusive vocational training of a lyceum or college, in which a series of lessons in the chosen working profession by the master of industrial training, and each lesson includes setting the goals and objectives of the lesson, safety instruction, explanation of a new topic with a demonstration to students of specific labor operations for the chosen working profession, conducting health breaks, psychological testing and diagnostics of students' well-being, activity and mood during the lesson, constant dialogue with students by approving their actions and pointing out shortcomings, as well as summarizing the lesson and explanation of homework for the next lesson, and in the process of training they use a real humanoid robot tutor or virtual humanoid robot a torus in the form of a 3D model that compensates for the mental and physical disabilities of students with disabilities or disabilities, while before the start of the lesson, a programmer or a production training master uses an intelligent human-machine interface in the memory of the robot unit responsible for the behavior model for organizing the interaction of the robot with students in the process of targeted actions during their training, introduces the current behavior model for organizing the interaction of the robot with students and the master of production training and conducting the current training session, and the dialogue with students during the lesson is carried out through the robot unit "dialogue system", which includes a speaker, a speech synthesis subsystem, and a speech articulation subsystem of the robot - block "motor system", which is also used to demonstrate the corresponding movements of the legs, arms, body, head of the robot during a lesson or a physical break, and the demonstration of high-precision labor operations is carried out by means of a robot tutor using the robot unit “manipulators-brushes of the left and the right hand of the robot ”, and the control units“ motor system ”,“ manipulators-brushes of the left and right hands of the robot ”,“ dialogue system ”are carried out on the basis of the program embedded in the block“ intelligent control system (IMS) of the robot, programmatically in the robot microcontroller ” control the behavior of the robot based on the current information of the block “behavior model for organizing the interaction of the robot with students in the process of targeted actions during their training”, using the information embedded in the block “kinematic and dynamic models of the robot ", as well as current information obtained using the block" feedback sensors for monitoring the position of motors and servos of the legs, arms, body and head of the robot ", in addition, for the dialogue of the robot with students and the master of production training, they also use the block" sensor system ", and for the implementation of algorithms for intelligent control of the behavior of the robot, they use the" knowledge base "block, implemented on the basis of neural network algorithms, the block" perception control subsystem ", the block" control subsystem the behavior of the robot ”and the block“ decision support system (SSSR) ”to provide a strategy for the interaction of the robot and students using the following six cognitive agents: agent“ I hear-speak ”, which implements acoustic perception and voice communication with students and the master of vocational training, agent I see, hear, speak, realizing visual and acoustic perception and communication of the robot, the agent I see, moving, realizing visual perception and purposeful movement of the robot among students in the classroom Asse, the agent “I see-Manipulate”, which implements visual perception and targeted manipulations of environmental objects, the agent “Safe-Contact”, which implements security control and correction of actions in dangerous situations when interacting with people, the agent “I hear-I see-I’m learning”, which implements visually -acoustic perception and behavior training in different modes. 2. The method according to claim 1, characterized in that the robot tutor during physical breaks demonstrates physical exercises in a game form, and also conducts psychological testing together with a psychologist. 3. The method according to p. 1, characterized in that a student with a disability or disabilities takes training at home and participates in a lesson online in real time using Skype under the supervision of a real master of industrial training.

Images