SLIDE 5 10/28/2019 5
The Educational Services Commission of New Jersey 13
Israel et al. (2015) Implementation of a computational thinking curriculum (i.e., code.org and scratch) adapted for learners with learning disabilities in general education classrooms Identifies social difficulties, memory problems, and fine motor deficits as barriers to learning computational thinking skills Limitations:
Does not identify if the skills
were acquired by the students
Literature Review
Maya et al. (2015) Utilization of computer programming software with various levels of industry specific supports Identifies fine motor and reading deficiencies as barriers for students with unspecified disabilities to acquire Excluded most students with “more significant disabilities” due to lack of assistive technology Limitations:
Does not specify disabilities The Educational Services Commission of New Jersey 14
Snodgrass, Israel, Reese (2016) Accessibility of students with disabilities to a computer programing and computational thinking lesson Included one student with autism The authors ultimately conclude that effective supports are not necessarily “context specific,” (i.e. supports that are effective for a student in one content area are likely to be effective in other content areas) Limitations:
Does not identify if the skills
were acquired by the students with disabilities
Literature Review
Fessakis, Gouli and Mayroudi
(2013)
Effects of participation of
kindergarten students in a “programming environment” on math and problem solving skills
Identifies student engagement
and attention as barriers of skill acquisition
Limitations: Does not include students with autism The Educational Services Commission of New Jersey 15 Lockwood and Mooney (2017) Literary Review of the role of
computational thinking in education
Does not mention autism, special
needs, or disability in the review
The authors do note that various
academic markers including average GPA can be used to ascertain student “readiness” for computational thinking programs
Literature Review
Munoz et. al. (2016) References teaching computational thinking skills to students with autism Involved participants with “high functioning Autism” and a pre- existing interest in specific types
foundational computer literacy skills
The authors do discuss the
benefits of working on skill development in a context which is inherently motivating
No discussion of any of the
“benefits” of the skills acquired
