Researchers suggest students in early elementary grade levels are active learners and creators and need to be exposed to science, technology, engineering, and mathematics (STEM) curriculum. The need for student understanding in STEM curriculum is well-documented, and positive results in robotics and computer programming are leading researchers and policy makers to introduce new standards in education. The purpose of this single-case design study is to research the potential for PreK-1st grade students with intellectual disabilities (ID) to learn skills in computer programming through explicit instruction, concrete manipulatives, and tangible interfaces. Students were assessed through baseline, treatment, and generalization phases. The students with ID were found to successfully program the robot, following explicit instruction, although they had difficulty generalizing skills to tablet application. Discussion of results, future research, and limitations is provided.
Students of all ages and abilities must be given the opportunity to learn academic skills that can shape future opportunities and careers. Researchers in the mid-1970s and 1980s began teaching young students the processes of computer programming using basic coding skills and limited technology. As technology became more personalized and easily accessible in the early 2000s, there was renewed interest in preparing students with the computer programming skills necessary for their education and possible career choices. The purpose of this single case study was to explore the feasibility of teaching early elementary students with Down syndrome basic computer programming skills using evidence-based practices (i.e., explicit instruction), physical manipulatives, and a robot. All participants (n = 3) successfully completed the intervention. Results, limitations, and future research directions are discussed.
2016 marked the 10-year anniversary of the inception of the Managing Emergencies in Paediatric Anaesthesia (MEPA) course. This simulation-based program was originally created to allow trainees in pediatric anesthesia to experience operating room emergencies which although infrequent, would be considered key competencies for any practicing anesthetist with responsibility for providing care to children. Since its original manifestation, the course has evolved in content, scope, and worldwide availability, such that it is now available at over 60 locations on five continents. The content has been modified for different learner groups and translated into several languages. This article describes the history, evolution, and dissemination of the MEPA course to share lessons learnt with educators considering the launch of similar initiatives in their field.
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