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Educational Robotics in inclusive learning environments creates a wide area of research where innovative teaching practices and theoretical approaches are developed and investigated in order for the new growing educational challenges to be met. In this context, an educational intervention research was carried out using mixed research methodology. The aim of the research was to investigate the effect of the“SAS Strategy Training” a strategy that developed to foster the participation of children with autism, at level 2, in inclusive teamwork with peers during construction and programming LEGO Mindstorms. 2 children, 10-11 years old, diagnosed with autism, at level 2, participated in two inclusive educational robotics teams with typical peers. Τhe SaS Strategy has been integrated in the collaboration script that was designed to support the interaction between the team members during their collaboration on programming LEGO Mindstorms. The “SaS Strategy Training” had encouraging results in reducing the barriers of the participation of the children with autism in teamwork with their typical peers. Critical questions, reflections and new research horizons emerged.

A qualitative, action research study has been conducted to investigate cooperative learning strategies for children with ASD and typical development during educational robotic activities. The participants were 4 children, 2 with ASD and 2 with typical development, around the ages of 12-14. The sessions were held at “School for all: Tokei Maru” in Thessaloniki, once a week, for 3 months. Observation protocols, researcher's diary, and interviews were used for data collection. Children with ASD, although they had a strong motivation to participate in robotic activities, exhibited disruptive behaviors. The cooperative learning strategy was not effective. Self-regulation strategies have proven helpful in limiting the disrupting behaviors of children with ASD and in supporting cooperative learning.

The book presents the method and results of the Structured Inclusive Judo Program (SI _Judo) specifically designed to include children or adults with Autistic Spectrum Disorder (ASD) in basic Gokyo Judo lessons. It is important to note that Senpai of ASD children in Judo lessons were members of therapeutic community who were practicing in Judo during their therapy. The SI_ Judo has been implemented for 6 months, at a once weekly frequency, in the informal learning environment of “School for All: Tokei Maru” of Include in Thessaloniki Greece, with positive effects on specific psychosocial and psychomotor skills for ASD participants. The effects of SI_Judo ​​ascertained after SI-Judo educational intervention to two ASD children. According to the research methodology, the effects of SI_Judo ​​had been investigated by interviews and questionnaires of parents of ASD children, Senpai calendars and independent and participating observation protocols. According to parents interviews “SI_Judo was a window in their children world” or Si _Judo supported the ASD child to find his position in family and local community”. According the results of Si_Judo the program ​​is suggested as an alternative intervention not only for ASD children or adults but for people of vulnerable groups. Judo is categorized as a sport that exercises the mind along with the body. As it has been defined by Jigoro Kano, Judo is based on the principle of maximum efficiency and as such, functions positively at many levels at the same time. According to results of the SI_judo, Judo could be approached as a kind of intervention to enhance ASD children psychosocial and psychomotor skills. The SI_Judo program “Learn How to fall, Stand Up and Demand” were funded by “Support Points” of big Foundations in Greece.

Self-awareness and self-regulation yoga techniques lead to stress management, reducing anxiety and well-being of individuals with Autism Spectrum Disorders. The current study seeks to investigate the degree of the autonomous involvement of an 11-year-old girl with Autism Spectrum Disorder in the self-awareness and self-regulation yoga exercises. The research was designed as an educational intervention. The intervention was applied once a week for 3 months, and took place at the sensory room of “School for all: Tokei Maru” at Include in Thessaloniki. Research diaries and observation protocols, by participant and external observers, were used for data collection before, during and after the intervention. According to the research findings, girl’s degree and quality of involvement improved during the intervention, so that she managed to use specific techniques autonomously. Research findings cannot be generalized, but they are encouraging in developing effective self-awareness and self-regulation programs for children with Autism Spectrum Disorder in future research.