Exploratory Research to Expand Opportunities in Computer Science for Students with Learning Differences
Issue No. 03 - May-June (2017 vol. 19)
DOI Bookmark: http://doi.ieeecomputersociety.org/10.1109/MCSE.2017.43
Sarah Wille , Outlier Research & Evaluation, University of Chicago
Jeanne Century , Outlier Research & Evaluation, University of Chicago
Miriam Pike , Wolcott School
The computer science (CS) education field is engaging in unprecedented efforts to expand learning opportunities in K-12 CS education, but one group of students is often overlooked: those with specific learning disabilities and related attention deficit disorders. As CS education initiatives grow, K-12 teachers need research-informed guidance to make computing more accessible for students who learn differently. This article reports on the first phase of a National Science Foundation-supported exploratory research study to address this problem. The authors present their education research-practice partnership, initial findings, and highlights of a collaborative process that has furthered their work to support more equitable learning in CS.
Education courses, Computer science education, Collaboration, Sociology, Statistics, Psychology, Social factors
S. Wille, J. Century and M. Pike, "Exploratory Research to Expand Opportunities in Computer Science for Students with Learning Differences," in Computing in Science & Engineering, vol. 19, no. 3, pp. 40-50, 2017.