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The purpose of this paper is to identify ways teachers might employ a robot to achieve learning objectives with pupils with intellectual disabilities and potential outcome measures.

A series of five case studies where teacher-pupil dyads were observed during five planned video-recorded sessions with a humanoid robot. Engagement was rated in a classroom setting and during the last session with the robot. Video recordings were analysed for duration of engagement, teacher assistance and number of goals achieved.

Teachers identified a wide range of learning objectives ranging from an appreciation of cause and effect to improving the pupil's sense of direction. The robot's role could be to reward behaviour, provide cues or provide an active element to learning. Rated engagement was significantly higher with the robot than in the classroom.

A robot with a range of functions that allowed it to be engaging and motivating for the wide range of pupils in special education would be expensive and require teachers to learn how to use it. The findings identify ways to provide evidence that this expenditure of time and money is worthwhile.

There is almost no research teachers can refer to on using robots to support learning in children with intellectual disabilities. This paper is therefore of value for researchers who wish to investigate using robots to educate children with intellectual disabilities, as it can provide vital information to aid study design.

The doctrine of illegality in the law of contract generally is complex. Furthermore, a great deal of it is not directly relevant to employment law. Any discussion on the doctrine of illegality in the law of contract generally would therefore be irrelevant in a work treating solely illegality of the contract of employment. Cases concerning aspects of illegality relating to contracts of employment have at times come before industrial tribunals and the courts. It is therefore proposed to limit the discussion to those aspects which concern solely contracts of employment. For a reader reading on the subject the reader is referred to the standard textbooks.