Humanoid robots as teaching tools for the development of social skills in autistic children. An ethical analysis.

This Thesis will examine the ethical and human rights issues around the use of humanoid robots as teaching tools for the development of social skills in autistic children. The use of robots in educational, assistive and care environments has significantly increased over recent years, and while these interventions can be helpful, they also expose a number of ethical concerns, particularly when used with vulnerable groups. This study will take an exploratory approach to the debate, examining academic literature alongside existing trials, research and case studies. This will be balanced against the international legal landscape relating to autism spectrum conditions (ASC), disabilities in general, robotics and AI. The Thesis will essentially address how various philosophical, human rights, sociological and socio-psychological principles are shaping scholarship relating to ASC and technology - specifically robotics - alongside a broader (applied) ethical analysis. It will also explore measures and further actions that need to be put in place to ensure that the risks of robotic technology do not outweigh the benefits, and that any solutions are both viable and ethical. It will present proposals for best steps forward, in light of the findings, along with any recommendations for further studies in this area.