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