Equity and Inclusion through UDL in K-6 Computer Science Education: Perspectives of Teachers and Instructional Coaches
Equity and Inclusion through UDL in K-6 Computer Science Education: Perspectives of Teachers and Instructional Coaches
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通过 UDL 在 K-6 计算机科学教育中实现公平和包容：教师和教学教练的观点
DOI：
10.1145/3513138
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发表时间：
2022
影响因子：
2.4
通讯作者：
Ray, Meg J.
中科院分区：
文献类型：
--
作者：
Israel, Maya;Kester, Brittany;Williams, Jessica J.;Ray, Meg J.
本研究采用教师调查和计算机科学（CS）教学教练焦点小组的混合方法，考察了小学教师对满足残疾学生需求的信心，教师在计算机科学教育中使用通用学习设计（UDL）框架的程度，以及他们的计算机科学教学教练使用的策略，以帮助满足包括残疾学生在内的所有学习者的需求。Wilcoxon sign -rank检验和对教师调查的一般线性回归的结果显示，在为期5个月的辅导研究中，教师对CS教学和满足残疾学生需求的信心有所增加，但他们对UDL的理解在整个研究过程中仍然很低。对开放式回答调查问题的定性专题分析显示，教师可以确定支持将残疾学生纳入CS教学的教学策略。这些策略与高杠杆实践（hlp）一致，包括建模、明确指导的使用，以及重复指导的机会。然而，当被要求确定UDL方法时，他们遇到了更多的困难。与教练的焦点小组显示，教练的主要目标与公平广泛相关，特别是获得CS教学的机会和质量。然而，尽管他们引入了基于UDL的策略，但他们努力将UDL系统地纳入指导活动，并且没有在一致的基础上明确地将这些策略标记为UDL框架的一部分。这一发现在很大程度上解释了CS教育背景下教师对UDL理解的有限性。
Through a mixed-methods approach that utilized teacher surveys and a focus group with computer science (CS) instructional coaches, this study examined elementary teachers’ confidence in meeting the needs of students with disabilities, the extent to which the teachers could use the Universal Design for Learning (UDL) framework in CS education, and the strategies that their CS instructional coaches used with them to help meet the needs of all learners, including those with disabilities. Findings from a Wilcoxon signed-rank test and a general linear regression of the teacher surveys revealed that teachers’ confidence in teaching CS and in meeting the needs of students with disabilities increased over the 5 month coaching study, but their understanding of UDL remained low throughout the study. A qualitative thematic analysis of open-response survey questions revealed that the teachers could identify instructional strategies that support the inclusion of students with disabilities in CS instruction. These strategies aligned with high leverage practices (HLPs) and included modeling, the use of explicit instruction, and opportunities for repeated instruction. When asked to identify UDL approaches, however, they had more difficulty. The focus group with coaches revealed that the coaches’ primary aim related broadly to equity and specifically to access to and the quality of CS instruction. However, although they introduced UDL-based strategies, they struggled to systematically incorporate UDL into coaching activities and did not explicitly label these strategies as part of the UDL framework on a consistent basis. This finding explains, to a large extent, the teachers’ limited understanding of UDL in the context of CS education.
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