The ideas of computational thinking (CT) and computer science (CS) are increasingly being integrated into K-12 education. Yet, insufficient attention exists regarding access and exposure of CT and CS for students with disabilities. In this Technology in Action, the authors sought to present an argument—as well as actual activities—for teachers to start to expose and engage students with disabilities in CT and CS. Through the presentation of case studies as well as other non-case situated activities, practical ideas, and steps for integrating CT and CS in mathematics teaching and learning for students with disabilities are presented.
DenningP. J.ComerD. E.GriesD.MulderM. C.TuckerA.TurnerA. J.YoungP. R. (1989). Computing as a discipline. Computer, 22(2), 63–70. https://doi.org/10.1109/2.19833
3.
DenningP. J.TedreM. (2019). Computational thinking. The MIT Press.
4.
GroverS.PeaR. D. (2013). Computational thinking in K–12: A review of the state of the field. Educational Researcher, 42(1), 38–43.
IsraelM.RayM. J.MaaW. C.JeongG. K.LeeC. E.LashT.DoV. (2018). School-embedded and district-wide coaching in K-8 computer science: Implications for including students with disabilities. Journal of Technology and Teacher Education, 26(3), 471–501.
KnightV. F.WrightJ.DeFreeseA. (2019). Teaching robotics coding to a student with ASD and severe problem behavior. Journal of Autism and Developmental Disorders, 49(6), 2632–2636. https://doi.org/10.1007/s10803-019-03888-3
9.
KnightV. F.WrightJ.WilsonK.HooperA. (2019). Teaching digital, block-based coding of robots to high school students with autism spectrum disorder and challenging behavior. Journal of Autism and Developmental Disorders, 49(8), 3113–3126. https://doi.org/10.1007/s10803-019-04033-w
RayM. J.IsraelM.LeeC.DoV. (2018, February21–24). A cross-case analysis of instructional strategies to support participation of K-8 students with disabilities in CS for All. Proceedings of the 49th ACM Technical Symposium on Computer Science Education. SIGCSE’18. https://doi.org/10.1145/3159450.3159482
12.
RichK. M.YadavA.LarimoreR. (2020). Teacher implementation profiles for integrating computational thinking into elementary mathematics and science instruction. Education and Information Technologies, 25(2020), 3161–3188. https://doi.org/10.1007/s10639-020-10115-5
13.
SnodgrassM. R.IsraelM.ReeseG. C. (2016). Instructional supports for students with disabilities in K-5 computing: Findings from a cross-case analysis. Computers & Education, 100(2016), 1–17. http://doi.org/10.1016/j.compedu.2016.04.011
14.
TaylorM. S. (2018). Computer programming with pre-K through first-grade students with intellectual disabilities. The Journal of Special Education, 52(2), 77–88. http://doi.org/10.1177/0022466918761129
15.
TaylorM. S.VasquezE.DonehowerC. (2017). Computer programming with early elementary students with Down syndrome. Journal of Special Education Technology, 32(3), 149–159. https://doi.org/10.1177/0162643417704439
16.
WilleS.CenturyJ.PikeM. (2017). Exploratory research to expand opportunities in computer science for students with differences. Computing in Science & Engineering, May/June, 40–50.
17.
WingJ. M. (2006). Computational thinking. Communications of the ACM, 49(3), 33–35.
18.
YadavA.HongH.StephensonC. (2016). Computational thinking for all: Pedagogical approaches to embedding 21st century problem solving in K-12 classrooms. TechTrends, 60(2016), 565–568. https://doi.org/10.1007/s11528-016-0087-7
19.
YadavA.LarimoreR.RichK.SchwarzC. (2019). Integrating computational thinking in elementary classrooms: Introducing a toolkit to support teachers. In Proceedings of Society for Information Technology & Teacher Education International Conference 2019. AACE. http://ct4edu.org/wp-content/uploads/2019/05/2019_Yadav_SITE.pdf
