Teachers' Experiences Co-Designing Neurodiverse Pedagogies for Computational Thinking (Poster 12)

• In Event: AERA Poster Session Fifteen
  In Poster Session: Equity, Community, and Citizenship

Abstract

This paper presents the experiences of middle-school teachers of autistic students during the co-design of neurodiverse pedagogies for computational thinking (CT) within the context of a research practitioner partnership (RPP). Four teachers from diverse disciplines collaborated during four co-design workshops that included creative ensemble activities using digital-physical musical technologies, CT concepts, and neurodiversity discussions. Between workshops, teachers developed neurodiverse pedagogies with their classes. Results from the critical event analysis using qualitative data collected during the first year of the three-year mixed methods study, indicated that teachers experienced critical events related to the development of neurodiverse pedagogies as: (a) balance in structure and improvisation, (b) multisensory and multimodal learning, (c) engagement with purpose, and (d) the valuing of nonstandard teaching/learning methods.

Authors

• Anani M. Vasquez, Neurodiversity Education Research Center
  Presenting Author

• Mirka E. Koro, Arizona State University
  Presenting Author

• Garrett L. Johnson, School of the Art Institute of Chicago
  Presenting Author

• Denise Marie Amiot, Neurodiversity Education Research Center
  Presenting Author