Empowering K–12 Students With Disabilities to Learn Computational Thinking and Computer Programming

Abstract

Mr. Rose, a third grade general education teacher, and Ms. Smith, a special education teacher, co-teach in an urban elementary school with a high number of students receiving free or reduced-price lunch. The school integrates computer science and computational thinking into curriculum as part of their science, technology, engineering, and mathematics (STEM) initiative. Mr. Rose and Ms. Smith have identified several challenges they will need to address to meet the needs of several of their students with learning disabilities. These challenges include difficulty with complex, multistep problem solving, lack of access to and experience with technology, and difficulty with fine motor skills.

Computational Thinking in Secondary Education: Where does it fit? A systematic literary review

“…CS Unplugged was also found in many other course/curricula design as well as talked about as methods of teaching CT in several papers. CS Unplugged activities have also been adapted for various uses, papers that describe these or mention using CS Unplugged in their course/training include: [10,11,63,109,110,111,112,113,114,115]…”

“… Algo.Rhythm [65]  Alice [7,16,29,60,73,82,109,115,116,117,118,119]  Ardublock [120]  Arduino [13,42,65,66]  Bebras [121,122]  Binary toy [123]  BingBee [124]  Blockly [63,71,125,126,127,128]  Bunny Bright [123]  CargoBot [129]  CHERP [15,24,103,104,130]  Code Bits [131]  CTArcade [132]  CTSiM [27,133,134,135]  CyberPLAYce [66]  DigitMile [136]  Dragon Architect [126]  Drawing Machine Model [37]  Entry [137]  Escape Machine [138,139]  Game ...…”

How to Improve Computational Thinking: a Case Study

“…It is known that there will be 1.4 million job openings for computing-related jobs by 2020, but at the current rate of people being prepared for those positions, only approximately 30% of them will be filled (Israel, Wherfel, Pearson, Shehab & Tapia, 2015). Employment of computer and information technology is projected to grow 12 percent from 2014 to 2024, faster than the average for all jobs (by U.S. Bureau of Labor Statistics, Office of Occupational Statistics and Employment Projections).…”

“…Employment of computer and information technology is projected to grow 12 percent from 2014 to 2024, faster than the average for all jobs (by U.S. Bureau of Labor Statistics, Office of Occupational Statistics and Employment Projections). In addition, there are several instructional benefits for students that result from the inclusion of computing within K-12 programs (Israel, et al, 2015). These include, among others, building higher-order thinking skills and increasing positive attitudes about computer science and computer science skills.…”

Narrative Inquiry on the Teaching of STEM to Blind High School Students

“…UDL is based on three main principles that consider three main brain networks: (a) recognition networks (provision for multiple means of engagement for and by students); (b) strategic networks (provision for multiple means of representation for and by students); and (c) affective networks (provision for multiple means of action and expression for and by students) [20]. UDL has been used as a conceptual framework to analyze STEM accessibility in early childhood and in elementary and secondary education [21][22][23][24][25][26]. Thus, UDL may be a potential way in which teachers can encourage accessible STEM education for all their students, including blind students.…”