The Community for Technology Leaders
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Issue No. 03 - May-June (2017 vol. 19)
ISSN: 1521-9615
pp: 40-50
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
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