Loureiro, Ana CláudiaPinto, Maribel2026-02-012026-02-012023Loureiro, A. C., & Pinto, M. S. M. (2023). Perceptions Of The Educational Potential Of Robotics And Coding In Inclusive Settings. In E. Proceedings (Ed.), Conference name: 15th International Conference on Education and New Learning Technologies (Issue July, pp. 6923–6930). Proceedings, EDULEARN23. https://doi.org/10.21125/edulearn.2023.1819.978-84-09-52151-7http://hdl.handle.net/10400.2/21101In recent years, the potential of educational robotics (ER) and coding has been highlighted in studies and research on teaching strategies for children with special needs. Integrating ER and coding in school activities allows for learning based on solving real problems as well as the inclusion of children with special needs since these resources have relevant learning potential by promoting the development of socio-emotional and personal skills, key factors in the learning and inclusion process. However, one of the great difficulties is understanding how teachers recognize the potential of educational resources and their differences, as well as whether they feel prepared to make use of ER and coding in inclusive settings. This study aimed to verify the conceptions about the use of ER and coding in inclusive settings of a group of students in the curricular unit of Information and Communication Technologies and Special Educational Needs of the master’s in Special Education in the cognitive-motor domain of the Polytechnic Institute of Viseu, Portugal, in the 2nd semester of the 2021/2022 school year. The relevance of the study lies in the need to train education professionals for the effective integration of robotics and coding activities in inclusive educational settings. This is initial research, with an exploratory interpretive character approach, supported by an assessment of acquired knowledge applied after the class on "Computational Thinking, Robotics, and Coding in Inclusive Learning Contexts". The class consists of 25 students, with 20 having the opportunity to attend the class and 19 responding to the assessment. The results show that most participants recognize the potential of ER and coding in promoting learning contexts with children with special needs and are aware of the importance of their continuing professional development and training in this area. From this initial research, which is now of an exploratory nature, it is intended to do further research that may result in scientific knowledge for future training contexts in ER and coding in inclusive settings.engEducational roboticsInclusionEducational needsTeacher trainingconference object10.21125/edulearn.2023.1819