Understanding the Challenges and Potential of Computer Science Education for Elementary School Students With Disabilities

• In Event: 69.020 - Research About Underrepresented Groups in Engineering and Computer Science Education

Abstract

This paper reports on the learning trajectories for three students identified with mild/moderate disabilities in elementary school. These students participated in a computer science curriculum in grades 4 and 5, and a 5-week summer school session following 5th grade. During grades 4 and 5, the computer science instruction occurred in an inclusive, general education setting. Analysis of student work, classroom observations, and interviews with teachers and students revealed three different learning trajectories for each student, yet all students showed growth and development in their understanding of computer science and their programming abilities. Their work is compared to the work of their typically-developing peers in grades 4 and 5.

Authors

• Alexandria Killian Hansen, University of California - Santa Barbara

• Ashley Iveland, WestEd

• James Gribble, UC Santa Barbara

• Amber Squire Moran, University of California - Santa Barbara

• Danielle Boyd Harlow, University of California - Santa Barbara

• Diana Franklin, University of California - Santa Barbara