Inclusive Computing in Special Needs Classrooms
Inclusive Computing in Special Needs Classrooms
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特殊需求教室中的包容性计算
DOI：
10.1145/3173574.3174091
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发表时间：
2018
期刊：
影响因子：
--
通讯作者：
Lechelt Z
中科院分区：
文献类型：
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作者：
Lechelt Z
随着越来越多的人呼吁在学校课程中更多地强调计算，有必要使不同的学习者能够接触到计算。一种可能的办法是扩大物理工具包的使用，已发现这种工具包可以鼓励课堂上的协作、持续参与和有效学习。然而，对于是否以及如何在特殊需要学校利用这些好处，人们知之甚少，因为在特殊需要学校，学习者有一系列不同的认知和社会需求。在这里，我们调查了引入物理工具包如何支持在课堂上学习针对特殊教育需求(SEN)学生的计算概念。通过跟踪学生与物理工具包和彼此之间的交互是如何随着时间的推移展开的，我们演示了在混合的SEN教室中学习时，形式因素和嵌入在物理工具包中的学习任务的设计如何有助于协作、理解和参与。
With a growing call for an increased emphasis on computing in school curricula, there is a need to make computing accessible to a diversity of learners. One potential approach is to extend the use of physical toolkits, which have been found to encourage collaboration, sustained engagement and effective learning in classrooms in general. However, little is known as to whether and how these benefits can be leveraged in special needs schools, where learners have a spectrum of distinct cognitive and social needs. Here, we investigate how introducing a physical toolkit can support learning about computing concepts for special education needs (SEN) students in their classroom. By tracing how the students' interactions-both with the physical toolkit and with each other-unfolded over time, we demonstrate how the design of both the form factor and the learning tasks embedded in a physical toolkit contribute tocollaboration, comprehensionandengagementwhen learning in mixed SEN classrooms.