BP: Collaborative Research: I-ECS: Inclusive Exploring CS Curriculum Enhancement as Face-to-Face and Online Support for Visually Impaired, High School Students

罗切斯特理工学院与TERC合作，提出了包容性探索计算机科学(I-ECS)课程，作为一套针对视障高中生的课程和基于工具的增强。I-ECS将通过面对面和在线支持的方式进行，以帮助视障高中生。虽然创新为残疾人带来了辅助技术，但视障人士参与大学级计算机学位课程的水平仍然存在差距。一个重要的因素是，在促进计算机学位成功的课程中，缺乏大学前的准备。与世隔绝、缺乏榜样和获得资源也是原因之一。拟议的项目力求通过更好的准备和支持，增加视力障碍学生的参与。总体目标是增加高中阶段视力障碍学生在计算机领域的学习机会(探索计算机科学)和在计算领域取得成功。开发方案编制工具和在线模块将提供现有软件中存在的空白之处。该项目团队将评估视觉受损的高中生可以在多大程度上接触到原始的探索计算机科学(ECS)。使用ECS课程的学生和使用I-ECS课程的学生之间的成绩和对计算机科学的态度也将进行比较，以评估这两种课程的相似性。通过设计，i-ECS项目旨在通过学生和教育工作者的支持，在所有社会经济水平上增加视觉障碍个人对计算的参与。该项目将有来自全国各地的学生、家长和教育工作者参与。这种结构化的方法建立在现有高中计算机科学课程的基础上，将使视力障碍者能够通过面对面和在线资源更多地接触到计算机科学的不同领域，作为过渡到计算机专业大学学位的手段，这些资源促进了持续学习和社区。该项目的组成部分旨在促进所有参与者的成长，包括家长。在线社区将在计算机科学课堂上为视障学生提供更大的便利。评估将为视障学生的挑战和成功提供亟需的统计分析。

The Rochester Institute of Technology, in collaboration with TERC, proposes the Inclusive Exploring Computer Science (I-ECS) curriculum as a set of curricular and tool-based enhancements for visually impaired high school students. I-ECS will be conducted via face-to-face and online support for cohorts of visually impaired high school students. While innovations have resulted in assistive technology for people with disabilities, gaps remain in the level of participation in university-level computing degree programs by the visually impaired. A significant factor is the lack of precollege preparation in courses that promote success in computing degrees. Isolation, the lack of role models and access to resources contribute as well. The proposed project strives to increase the participation of students with visual impairments through better preparation and support. The overall goals are to increase access to an established curriculum (Exploring Computer Science) and success within the area of computing for students with visual impairments at the high school level. The development of programming tools and online modules will provide access where gaps exist in current software. The project team will assess the degree to which original Exploring Computer Science (ECS) can be made accessible to high school students who are visually impaired. The comparison in student achievement and attitudes about Computer Science will also be conducted between students using the ECS curriculum and those using the I-ECS curriculum in order to evaluate the similarity of the two curricula. By design, the I-ECS project intends to increase participation in computing by individuals with visual impairments at all socioeconomic levels via student and educator support. The project will involve students, parents and educators from around the nation. The structured approach, building on the foundation of an existing high school computer science curriculum, will enable those with visual impairments to have greater access to the diverse areas of computer science through face-to-face and online resources that foster continuous learning and community, as the means to transition to college degrees in computing. The project components are designed to promote growth by all participants, including parents. The online community will foster greater accommodation of visually impaired students in the computer science classroom. Assessment will provide much needed statistical analysis of both the challenges and successes of students who are visually impaired.