Universal Design for Computer Science Learning: Partnership for Inclusive Elementary Computer Science Education

计算机科学学习的通用设计：包容性基础计算机科学教育的合作伙伴关系

• 批准号: 2031233
• 负责人: Maya Israel
• 金额: $ 29.96万
• 依托单位: University of Florida
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2021
• 资助国家: 美国
• 起止时间: 2021-01-01 至 2023-12-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2031233&HistoricalAwards=false
• 关键词: Universal; Design; Computer; Science; Learning

This collaborative partnership project works to broaden participation by focusing on increasing inclusion of elementary students with disabilities in four school districts in four different regions of the US. Increasing access to computer science (CS) education for this broad range of learners presents an equity issue. It is widely known that people with disabilities are significantly underrepresented in computing education (e.g., NSF, 2019; Taylor & Ladner, 2011). Beyond equity, increasing diversity within the STEM disciplines, including CS, produces benefits to everyone as the range of ideas that come from diverse stakeholders supports critical thinking and development that benefits all of society (Ferrini-Mundy, 2013). The partnership between the University of Florida and CS education leaders from New York City Public Schools, San Francisco Unified School District, Broward County Public Schools, and P. K. Yonge Developmental Research School will develop and make available a range of professional development resources that will allow teachers to challenge their beliefs about students with disabilities and develop skills and knowledge about effective instructional approaches for accessible and engaging instruction for all their learners, including those with disabilities. The project uses early-phase design-based implementation research (DBIR) to address a shared problem of practice related to the meaningful inclusion of students with disabilities in elementary CS education. An important part of this project is the work done to create an infrastructure for sharing knowledge, testing new ideas, empowering the Research Practice Partnership partners, and disseminating knowledge with the CS education field. Necessary steps to ensuring equitable access to CS education for students with disabilities include: (1) understanding the level of inclusion of these learners in elementary CS instruction as well as catalysts and barriers to inclusion in CS instruction across the school districts, (2) investigating instructional practices to support teachers in making CS accessible and engaging for these learners typically underrepresented in the computing fields, and (3) beginning to develop flexible resources that can be used in professional development for general and special education teachers on inclusive CS education. This project will, therefore, generate new and transferable knowledge about the degree to which students with disabilities participate in elementary CS education, how different districts approach inclusion in CS education, and the catalysts and barriers involved in this effort. In addition, the investigators will conduct case studies of each practice partners’ unique contexts. Lastly, this project will operationalize inclusive CS in different instructional settings and provide examples of how the Universal Design for Learning framework and a balanced approach to using explicit instruction within open inquiry CS education can be used to foster inclusive elementary CS learning. This project is funded by the CS for All: Research and RPPs program.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

这一合作伙伴关系项目致力于扩大参与，重点是在美国四个不同地区的四个学区增加残疾小学生的包容性。增加获得计算机科学（CS）教育的这一广泛的学习者提出了一个公平的问题。众所周知，残疾人在计算机教育中的代表性明显不足（例如，NSF，2019; Taylor拉德纳，2011）。除了公平之外，STEM学科（包括CS）内日益增加的多样性对每个人都有好处，因为来自不同利益相关者的一系列想法支持了有利于全社会的批判性思维和发展（Ferrini-Mundy，2013）。佛罗里达大学与纽约市公立学校、弗朗西斯科联合学区、布劳沃德县公立学校和PK的CS教育领导者之间的合作伙伴关系。Yonge发展研究学校将开发和提供一系列专业发展资源，使教师能够挑战他们对残疾学生的信念，并发展有关有效教学方法的技能和知识，为所有学习者提供无障碍和引人入胜的教学，包括残疾学生。该项目使用早期阶段的设计为基础的实施研究（DBIR），以解决一个共同的实践问题，有意义的包容残疾学生在小学CS教育。该项目的一个重要组成部分是所做的工作，以创建一个基础设施，分享知识，测试新的想法，授权研究实践伙伴关系的合作伙伴，并传播知识与CS教育领域。确保残疾学生公平获得CS教育的必要步骤包括：（1）了解这些学习者在初级计算机辅助教学中的融入程度，以及在整个学区融入计算机辅助教学的催化剂和障碍，（2）调查教学实践，以支持教师使计算机辅助教学可及性，并吸引这些在计算领域通常代表性不足的学习者，以及（3）开始开发灵活的资源，可用于全纳CS教育的普通和特殊教育教师的专业发展。因此，该项目将产生新的和可转移的知识，了解残疾学生参与初级CS教育的程度，不同地区如何处理CS教育的包容性，以及参与这一努力的催化剂和障碍。此外，调查人员将对每个实践伙伴的独特背景进行案例研究。最后，本项目将在不同的教学环境中实施包容性CS，并提供如何在开放式探究CS教育中使用明确教学的通用设计框架和平衡方法来促进包容性小学CS学习的例子。该项目由CS for All：Research and RPPs计划资助。该奖项反映了NSF的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。

项目成果

Equity and Inclusion through UDL in K-6 Computer Science Education: Perspectives of Teachers and Instructional Coaches

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
• 发表时间: 2022
• 期刊: ACM Transactions on Computing Education
• 影响因子: 2.4
• 作者: Israel, Maya;Kester, Brittany;Williams, Jessica J.;Ray, Meg J.
• 通讯作者: Ray, Meg J.