A cross-Case analysis of instructional strategies to support participation of K-8 students with disabilities in CS for all

Meg J. Ray, Maya Israel, Chung Eun Lee, Virginie Do

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Abstract

Despite the proliferation of K-12 computer science (CS) programs and implementation of "CS for All" initiatives in U.S. schools, little research has been conducted on effective pedagogical approaches in K-12 CS. Even less research has focused on meeting the needs of students with disabilities. This paper presents findings from a qualitative case study examining the experiences of teachers who taught CS classes that included students with disabilities. The goal of this study was to identify pedagogical approaches that the teachers used to meet the needs of all students. Results indicated that teachers implemented three primary instructional strategies to address the needs of students with disabilities including facilitating student collaboration, using the Universal Design for Learning (UDL) framework, and using explicit instruction to teach CS concepts.

Original languageEnglish (US)
Title of host publicationSIGCSE 2018 - Proceedings of the 49th ACM Technical Symposium on Computer Science Education
PublisherAssociation for Computing Machinery, Inc
Pages900-905
Number of pages6
ISBN (Electronic)9781450351034
DOIs
StatePublished - Feb 21 2018
Event49th ACM Technical Symposium on Computer Science Education, SIGCSE 2018 - Baltimore, United States
Duration: Feb 21 2018Feb 24 2018

Publication series

NameSIGCSE 2018 - Proceedings of the 49th ACM Technical Symposium on Computer Science Education
Volume2018-January

Other

Other49th ACM Technical Symposium on Computer Science Education, SIGCSE 2018
CountryUnited States
CityBaltimore
Period2/21/182/24/18

Keywords

  • CS for all
  • K-12 education
  • Students with disabilities

ASJC Scopus subject areas

  • Computer Science(all)
  • Education

Fingerprint Dive into the research topics of 'A cross-Case analysis of instructional strategies to support participation of K-8 students with disabilities in CS for all'. Together they form a unique fingerprint.

  • Cite this

    Ray, M. J., Israel, M., Lee, C. E., & Do, V. (2018). A cross-Case analysis of instructional strategies to support participation of K-8 students with disabilities in CS for all. In SIGCSE 2018 - Proceedings of the 49th ACM Technical Symposium on Computer Science Education (pp. 900-905). (SIGCSE 2018 - Proceedings of the 49th ACM Technical Symposium on Computer Science Education; Vol. 2018-January). Association for Computing Machinery, Inc. https://doi.org/10.1145/3159450.3159482