A Descriptive Analysis of Academic Engagement and Collaboration of Students with Autism during Elementary Computer Science
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| Title: | A Descriptive Analysis of Academic Engagement and Collaboration of Students with Autism during Elementary Computer Science |
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| Language: | English |
| Authors: | Israel, Maya (ORCID |
| Source: | Computer Science Education. 2020 30(4):444-468. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 25 |
| Publication Date: | 2020 |
| Sponsoring Agency: | National Science Foundation (NSF) |
| Contract Number: | 1639837 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Early Childhood Education Grade 3 Primary Education Grade 5 Intermediate Grades Middle Schools |
| Descriptors: | Elementary School Students, Computer Science Education, Autism, Pervasive Developmental Disorders, Cooperative Learning, Peer Relationship, Learner Engagement, Problem Solving, Barriers, Student Needs, Teaching Methods, Discussion (Teaching Technique), Grade 3, Grade 5, Elementary School Teachers, Teacher Attitudes, Student Behavior, Scaffolding (Teaching Technique) |
| DOI: | 10.1080/08993408.2020.1779521 |
| ISSN: | 0899-3408 |
| Abstract: | Background and Context: Elementary computer science (CS) can be engaging and challenging for some students with disabilities who struggle with complex problem solving. Objective: This study examined academic engagement of students with autism spectrum disorder (ASD) in elementary CS instruction. Method: A mixed methods case study was used to study how three elementary students with ASD participated in CS instruction that involved a peer collaboration strategy. Findings: All students were engaged with the computational tasks, with variations in academic engagement. All experienced challenges with the computing activities that resulted in disengagement or limited independent problem solving. Students received "in the moment" supports, with little evidence of planned instructional scaffolding. Implications: Students did not receive individualized support. With such supports, they may have had a more positive experience. It is important to continue to study the experiences of students with disabilities during elementary CS instruction to better support these learners. |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| Accession Number: | EJ1281812 |
| Database: | ERIC |
| Abstract: | Background and Context: Elementary computer science (CS) can be engaging and challenging for some students with disabilities who struggle with complex problem solving. Objective: This study examined academic engagement of students with autism spectrum disorder (ASD) in elementary CS instruction. Method: A mixed methods case study was used to study how three elementary students with ASD participated in CS instruction that involved a peer collaboration strategy. Findings: All students were engaged with the computational tasks, with variations in academic engagement. All experienced challenges with the computing activities that resulted in disengagement or limited independent problem solving. Students received "in the moment" supports, with little evidence of planned instructional scaffolding. Implications: Students did not receive individualized support. With such supports, they may have had a more positive experience. It is important to continue to study the experiences of students with disabilities during elementary CS instruction to better support these learners. |
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| ISSN: | 0899-3408 |
| DOI: | 10.1080/08993408.2020.1779521 |
