ABSTRACT
This chapter discusses the importance of manipulation in child development and the potential of robotic systems to enable augmentative manipulation for children with motor impairments. It considers an assistive technology model for using assistive robotic systems in cognitive assessment, play, or education. The chapter lists the purposes for which different types of robotic systems are currently used for augmentative manipulation in the literature pertaining to cognitive development, play, and learning for children with motor impairments. It describes evidence that supports the use of robotic systems for augmentative manipulation for the assessment or development of cognitive skills, play, and learning. The chapter presents three case studies of children with motor impairments: first, Joseph: Cognitive Assessment Need; second, Juan: Play Need; and third, Julia: Education Need. Stationary and mobile robots have been used in play and education by children with disabilities.
