A Cross-Case Analysis of Teachers With Experience Instructing Students With Disabilities in Computer Science Education (Poster 15): Division C - Section 3b: Technology-Based Environments, Stage 1, 1:19 PM

• In Event: e-Lightening Ed-Talk Session 2 - Stage 1

Abstract

Computational thinking (CT) and computer science) education has increasingly been recognized in U.S. schools. However, students with disabilities do not necessarily have the same type of opportunities and access to CT/CS. This study qualitatively examined how exemplar teachers of students with disabilities viewed strengths and barriers of students with disabilities, their own practice, explored strengths and resources, as well as how they defined successful learning outcomes for this population. The dataset included the semi-structured interviews as well as resources that teachers submitted. The research identified seven strategies that teachers used as well as resources and barriers to participation. Results suggested that practitioners, including administrators, can overcome barriers and promote successful CS/CT strategies for teaching students with disabilities.

Authors

• Andrew Bennett, University of Florida

• Wei Yan, Northern Arizona Unviersity

• Alexis Cobo, CSforALL

• Maya Israel, University of Florida