Participation of Students With Disabilities in K–12 Computer Science Education

• In Event: The Multiple Dimensions of Equity: Exploring a Computer Science for All Initiative Through Different Lenses

Abstract

Objectives and Perspective
In order to make computer science (CS) more accessible for individuals with disabilities, it is not enough to simply focus on classroom practices and instructional approaches; systems-level changes are necessary (Israel, 2021). As part of making the argument for systems-level change, it is important to have an accurate accounting of participation rates in CS education within schools. However, data on participation of students with disabilities remains limited (Blaser & Ladner, 2020). For example, most districts do not make available data on students’ disability category, making analyses such as those provided here impossible (van der Muelen et al.. 2021). Despite these challenges, one NYC-based study found that CS participation rates were similar between students with and without disabilities, but this trend was not the same when disaggregated by disability type and grade level (Fancsali & Israel, 2021). This current presentation expands on this study by focusing on a broader set of students and exploring differences in CS participation by instructional placement (i.e., inclusive versus self-contained settings). Specifically, we address the following questions:
To what extent are students with disabilities included in CS education at the elementary, middle, and high school levels?
Do students with different types of disabilities have different rates of participating in CS education?
Do students in different instructional settings have different rates of participation in CS education?

Data Sources and Methods
We use individual student course-taking and academic records, along with school-level data to conduct descriptive statistics. Specifically, Figure 1 summarizes the percentages of students who took CS courses by grade level for students with/without disabilities. Table 1 and Figure 2 summarizes the number of students and percentages of students who took CS courses by IEP categories. Table 2 summarizes findings by instructional settings.

Results
Key findings include:
Students with disabilities participated in CS education at lower rates compared to their peers without disabilities;
For most students with disabilities, CS course participation rates decreased as grade level increased from elementary to high school;
CS course participation rates also decreased as grade level increased from elementary to high school across instructional settings; and
Students in inclusive settings were more likely to participate in CS instruction as compared to students in more restrictive environments.
Additional analyses will explore the intersection of disability status, race/ethnicity, gender, and socio-economic status as predictors of CS participation.

Scholarly significance
These findings reflect only the beginning of the work needed to understand the participation of students with disabilities in K-12 CS education. The literature points to many possible reasons for differences in opportunities among students with and without disabilities, including institutional and teacher bias in perceptions of who should take CS, as well as lack of teacher supports and resources to effectively serve students with diverse needs. Additionally, this quantitative data provides only partial understanding of the story. Qualitative research of students’ and teachers’ experiences is necessary to understand the systemic issues that contribute to these gaps in participation.

Authors

• Maya Israel, University of Florida
  Presenting Author

• Wei Li, University of Florida
  Presenting Author

• Cheri Fancsali, Research Alliance for New York City Schools
  Non-Presenting Author

• Andrew Bennett, University of Florida
  Presenting Author

• Yue Xu, University of Florida
  Presenting Author

• Alexis Cobo, University of Florida
  Presenting Author