Empowering K—12 Students With Disabilities to Learn Computational Thinking and Computer Programming - Israel et al (2015)
Difficulties students with disabilities
exhibit when learning computational
thinking and computer programming
Difficulty with complex, multi-step problem solving.
lack of access to and experience with technology
difficulty with fine motor skills
There is an increased focus on including computing and computational thinking in K-12 instruction and to provide that instruction in ways that promote access for students traditionally underrepresented in the STEM fields, such as students with disabilities (Israel, Pearson, Tapia, Whertel, & Reece, 2015).
Benefits of the inclusion of
computing in the K-12 Space
Creating realrworld applied contexts for teaching mathematics, algorithmic problem solving, and collaborative inquiry (Fessakis, Gouli, 81 Mavroudi, 2013; Jona et al,, 2014)
Building highereorder thinking skills (Kafai 81 Burke, 2014} 0
Increasing collaborative problem solving [Kafai & Burke, 2014]
Increasing positive attitudes about computer science and computer science skills [Baytak & Land, 2011; Lambert & Guiffre, 2009)
Teacher Issues
Despite national attention on computer science, many teachers have naive conceptions about what computational thinking and computing entails because computing has not yet been fully integrated into teacher preparation.
Definition of computational thinking
Computer Science Teachers Association and International Society of Technology in Education [2011) broadly defined computational thinking as a “problem-solving process” that includes
formulating problems in a way that enables us to use a computer and other tools to help solve them; logically organizing and analyzing data; representing data through abstractions such as models and simulations; automating solutions through algorithmic thinking (a series of ordered steps); identifying, analyzing, and implementing possible solutions with the goal of achieving the most efficient and effective combinations of steps and resources; and generalizing and transferring this problem solving process to a wide variety of problems. (p. 1)
students with disabilities who struggle with complex problem solving, mathematics, and abstract reasoning may face numerous challenges when presented with instruction in computing
For example, students with disabilities may struggle with abstract computing processes such as a multistep procedure for using “if, then" commands and with new vocabulary
How is it currently done?
Computing education may involve either linear progression through discrete computing skills with tutorial software that teaches computing [e,g,, Codecrg or the Khan Academy)
or open exploration/inquiry where students and their teachers use programming software for their instructional purposes
Younger students often begin learning computing fie, how to use a computer) and programming [i.e., how to code) with graphically intuitive tilebased software such as the open-source software Scratch.
In addition to teaching computing in isolation, computer science instruction can also be integrated into the content areas, especially in math and science.
For example, when teaching geometry, students can program animations for different polygons
Israel and colleagues [2015) found that elementary school teachers often integrated computing into content area instruction due to a lack of dedicated time for computing instruction.
Universal Design For Learning (UDL)
Universal design for learning (UDL) is an instructional planning framework for meaningfully engaging a range of learners, including students with disabilities, by proactively addressing barriers to learning [Center for Applied Special Technology [CAST], 2011; Rose & Meyer, 2002].
Within the context of computing education, UDL can serve as the instructional framework in whichteachers can embed the necessary supports, technologies, and strategies that lead to effective instruction for a broad range of learners
Multiple means of representation - students have different methods of accessing that information.
Multiple methods of action and expression - multiple methods for allowing students to express their understanding
Multiple ways to engage students - Teachers can do so by providing choices in computing projects that involve the same skills in different way and encouraging collaboration.
culturally relevant computing activities
Balancing Explicit Instruction With Open-Inquiry Activities
Some LD kids need explicit instruction
Explicit instruction can reduce students’ frustrations in computational tasks because each step is explained concisely and monitored until students have mastered the step, Allowing students ample opportunities to develop and practice skills that have been taught is an essential component of delivering effective instruction.
open ended inquiry for students to have the opportunity to use skills learned through explicit instruction to engage in open ended, problem solving computing tasks [Israel et al., 2015; Kafai & Burke, 2014).
students with disabilities and their peers may need to be taught the necessary skills to work successfully in collaborative environments,
McMaster and Fuchs
[2002), in their review of collaborative learning studies, described multiple training procedures to prepare students for collaborative learning activities
For example, teachers can form groups and assign roles for students to program. Roles could include animation leader, content leader, coding leader, and sound effects leader.
Research indicates that successful cooperative learning is dependent on individual accountability and group rewards (Slavin, 1991).
students who struggle with planning multistep projects may require preplanning with the teacher to determine individual goals prior to the group collaboration