Autism spectrum disorder (ASD) is a neurodevelopmental disorder, and currently affects between 1–2% of the global population. Many individuals with ASD use alternative forms of communication and require adapted education. In recent years, social robots have gained increasing attention as a promising and motivating learning technology for students with ASD.

This thesis explores how social robotics can support learning for children and young people with ASD, and what teachers need for the technology to be effective in real-world practice. Research is based on a literature review and qualitative interviews with both parents of children with ASD and teachers who have experience from the ROSA project – a Norwegian research project focused on robot-supported learning for children with autism.

As this student group is in dire need of individualized and repetitive learning approaches, teachers need both structure and flexibility when planning and delivering robot-supported education. In response to this, this thesis presents a concept proposal designed to support planning, execution, and follow-up of students in education with a social robot.