Details

Autor(en) / Beteiligte

• Asbell-Clarke, Jodi
• Robillard, Tara
• Edwards, Teon
• Bardar, Erin
• Weintrop, David
• Grover, Shuchi
• Israel, Maya

Titel

Including Neurodiversity in Foundational and Applied Computational Thinking (INFACT)

Ist Teil von

• Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 2, 2022, p.1076-1076

Ort / Verlag

New York, NY, USA: ACM

Erscheinungsjahr

2022

Quelle

ACM Digital Library

Beschreibungen/Notizen

• INFACT aims to provide differentiable teaching and learning activities in Computational Thinking (CT) that are inclusive for neurodiverse learners in grades 3-8. Neurodiversity refers to learners with autism, ADHD, dyslexia, and other related cognitive differences. Underlying many neurodiverse conditions is differences with executive function (EF). In previous research on game-based learning, neurodiverse students became class leaders in CT activities [1]. Special education teachers noted that CT practices align with strategies they use to support problem-solving practices. Leveraging these affordances of CT, INFACT activities are designed with embedded EF scaffolds to support neurodiverse learners.