EAGER:Collaborative Research:Strategies for developing special education preservice teacher competencies in integrated mathematics+computing

这个项目将计算机科学（CS）和计算思维（CT）的内容带给残疾学生。美国公立学校约有670万残疾学生接受特殊教育服务。为了扩大他们对计算机的参与，密歇根州立大学将在特殊教育教师准备中开发和实施CS/CT内容，使CS/CT可持续发展，成为学校教育的组成部分。该项目将与特殊教育、职前教师合作，使所有学习者都有机会从很小的时候就学习计算机科学/计算机科学的思想，并应用计算机科学/计算机科学实践，就像他们学习数学一样。本项目旨在探索将CS/CT嵌入现有的特殊教育数学方法课程的方法，并研究它是否以及如何培养CS/CT的职前教师能力。具体而言，该项目将：1。修改一门围绕计算机科学/计算机科学的特殊教育数学方法课程，使职前教师能够将计算思想融入他们的日常课堂活动，并展示如何使用教学方法和框架，如通用学习设计（UDL），在综合计算机科学/计算机科学课程中为残疾学生提供机会。研究CT整合课程是否以及如何影响特殊教育职前教师对将CS/CT融入教学的知识、技能和态度。鉴于教师教育学生获得执照的大量课程要求使得为教师准备增加新课程变得不现实，本研究将告知教师教育者如何在现有课程中嵌入计算技能。CS/CT综合材料、活动和评估将是开源和传播的，以允许其他人根据自己的教师教育需求进行调整。该奖项反映了美国国家科学基金会的法定使命，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。

This project brings computer science (CS) and computational thinking (CT) content to students with disabilities. Approximately 6.7 million students with disabilities receive special education services in US public schools. In order to broaden participation their in computing, Michigan State University will develop and implement CS/CT content within special education teacher preparation to make CS/CT sustainable and integral parts of schooling. The project will work with special education, preservice teachers so all learners have opportunities to learn CS/CT ideas and apply CS/CT practices from an early age, as they do for mathematics. This project proposes to explore ways to embed CS/CT into an existing special education mathematics methods course and examine whether and how it develops preservice teacher competencies in CS/CT.Specifically, the project will:1. Revise a special education mathematics methods course around CS/CT to prepare preservice teachers to embed computational ideas into their day-to-day classroom activities and to show how instructional approaches and frameworks, such as Universal Design for Learning (UDL) can be used to provide access for students with disabilities within integrated CS/CT lessons.2. Examine whether and how CT-integrated coursework influences special education preservice teachers' knowledge, skills, and attitudes towards embedding CS/CT in their teaching.Given that large number of course requirements for teacher education students to obtain licensure makes it unrealistic to add new curricula to teacher preparation, this research will inform how teacher educators could embed computational skills within existing coursework. The CS/CT integrated materials, activities, and assessments would be open-source and disseminated to allow others to adapt them to meet their own teacher education needs.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.