This study explores how intelligent systems—specifically Intelligent Robot Instructors (IRIs) and Augmented Reality (AR) devices—can be used to teach academic and vocational skills to students with intellectual and developmental disabilities (I/DD). In response to the global teacher shortage, especially in special education, the authors propose technology-driven solutions grounded in evidence-based instructional strategies, particularly response prompting (systematic prompting techniques to encourage correct responses).

The authors integrate these strategies into a cognitive framework for decision-making, enabling robots and AR systems to deliver personalized instruction. Three widely validated prompting methods were used: System of Least Prompts (SLP), System of Most Prompts (SMP), and Constant Time Delay (CTD). These were applied to both discrete and chained tasks, such as making change and assembling geometric figures.
Experiments were conducted with college-age students enrolled in a postsecondary program for individuals with I/DD. The robot taught life and math-based skills, while the AR device (Google Glass) supported tasks like operating a copier, accessing online student accounts, and practicing geometric reasoning.
Results showed that all students learned the targeted skills to mastery, with performance varying based on task complexity. Students expressed generally positive attitudes toward learning with robots after the experience. The study concludes that IRIs and AR systems are particularly suited for repetitive, structured instruction and hold great promise for supporting learners with I/DD by delivering consistent, adaptive, and tireless educational assistance.
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This work illustrates that intelligent robotic and AR systems can play a transformative role in the education of individuals with I/DD. These technologies offer structured, patient, and customizable instruction that adapts to each learner’s pace and needs, making them particularly effective for teaching life and job-related skills. By reducing social pressure and providing consistent feedback, robots and AR devices promote confidence, independence, and engagement. Their capacity to use graduated prompting techniques ensures that learners receive the right level of support, fostering progression toward autonomy. As such, these tools can significantly enhance inclusive education and contribute to better outcomes in daily living and employment for people with I/DD.