In the vast expanse of Ontario's Trillium Lakelands District School Board, providing consistent support for students with Autism Spectrum Disorder (ASD) poses a significant challenge. With 16,000 students spread over 54 schools and a geographical area exceeding 4,400 square miles, maintaining a unified approach to education is no small feat. However, a unique team approach, bolstered by an innovative tool—a friendly robot named Milo—is making waves in special education.
The Challenge of Consistency
The district's primary challenge has been consistently meeting the Individualized Education Program (IEP) needs of students with ASD scattered across its vast area. Barry Hicks and Kristi Henshall, two dedicated teachers specializing in autism and behavior, travel between ten campuses to support these students. Yet, they sought an approach that would unify their efforts and provide a consistent educational experience.
Introducing Milo: A Game-Changing Tool
Milo, a two-foot-tall robot equipped with an expressive face and a social-emotional curriculum, was introduced as part of the Robots4Autism program. Initially met with skepticism—why use a non-human to teach human emotions?—Milo soon proved his worth. The robot provided a consistent starting point for supporting students with ASD, sparking enthusiasm among students, teachers, and parents alike.
"Every time you turn on Milo," explains district principal Jennifer Johnston, "he repeats the lessons in the same tone of voice and is very consistent." This consistency was key in drawing her interest and eventually her endorsement.
Building Emotional Regulation and Social Skills
The pilot program's results were promising. Students completed 60 lessons on calm down tools, over 122 lessons on emotional regulation, and 91 on conversational dynamics. Approximately half of these lessons resulted in mastery—a testament to the efficacy of Milo's teachings.
The data collected also indicated significant transference of targeted behaviors to human-to-human interaction—a critical milestone for students with ASD.
A Team Approach to Success
The success of the program is rooted in a collaborative team approach. Each school involved principals, special education resource teachers, classroom teachers, and education assistants in discussions about how best to implement Milo. This ensured consistency not only in using Milo but also in extending his teachings beyond his sessions.
Parents were also brought into the fold. Educators shared materials from the Robots4Autism website with families so that learning could continue at home. "We had one particular student," Johnston recalls, "who created a little Milo corner at home where he would practice his strategies."
Real-Life Impact
The impact of this collaboration is evident in individual success stories. One student learned to share during class after understanding classroom rules better through Milo's lessons. Another student developed "calm down" techniques like counting to ten and taking deep breaths—skills that were previously challenging.
Expanding Horizons
While only two teachers currently use Milo directly, Trillium leaders are keen on expanding this consistency across more classrooms. The team approach ensures that educators across schools are well-versed in using Milo as a tool rather than seeing him as the sole teacher.
"Milo works better when we adopt a team approach," Johnston emphasizes. "That full engagement of the team has led to significant growth."
The Future of Educational Innovation
Milo's success at Trillium serves as an inspiring example of how technology can enhance educational outcomes for students with ASD. By leveraging innovative tools within a structured support system, educators can unlock new potential in their students.
For more information about this transformative program and its impact on students with autism spectrum disorder, please follow this link.
