Literaturnachweis - Detailanzeige
| Autor/inn/en | Israel, Maya; Wherfel, Quentin M.; Pearson, Jamie; Shehab, Saadeddine; Tapia, Tanya |
|---|---|
| Titel | Empowering K-12 Students with Disabilities to Learn Computational Thinking and Computer Programming |
| Quelle | In: TEACHING Exceptional Children, 48 (2015) 1, S.45-53 (9 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0040-0599 |
| DOI | 10.1177/0040059915594790 |
| Schlagwörter | Elementary Secondary Education; Disabilities; Student Empowerment; Computer Science Education; Computation; Programming; Computer Software; STEM Education; Disproportionate Representation; Programming Languages; Access to Education; Barriers; Special Education; Integrated Curriculum; Cooperative Learning |
| Abstract | This article's focus is on including computing and computational thinking in K-12 instruction within science, technology, engineering, and mathematics (STEM) education, and to provide that instruction in ways that promote access for students traditionally underrepresented in the STEM fields, such as students with disabilities. Providing computing experiences for K-12 students with and without disabilities can open the doors to multiple career paths and provide broad educational benefits. Computing education may involve either linear progression through discrete computing skills with tutorial software that teaches computing (e.g., Code.org or the Khan Academy) or open exploration/inquiry where students and their teachers use programming software for their instructional purposes. Younger students often begin learning computing (i.e., how to use a computer) and programming (i.e., how to code) with graphically intuitive tile-based software such as the open-source software Scratch. Older students may begin with these same programs or learn how to program within professional programming languages such as Java or Python. There are many strategies special educators can employ to increase opportunities for students with learning disabilities to succeed in computing education. This article presents several strategies and resources that special educators can implement to support students who find computing challenging. These instructional practices should be considered alongside the individual needs of each student to develop meaningful, engaging, and accessible computing experiences for students with disabilities. (ERIC). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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