Design, Development, Implementation, and Testing of an Accessible Computational Thinking Curriculum for Students with Autism Spectrum Disorders

该项目将：(1)通过为主流学生设计的计算思维（CT）课程来确定自闭症谱系障碍（ASD）学生可能面临的无障碍问题；(2)设计说明，使主流学生的现有CT课程对ASD学生开放；(3)在一所学校实施无障碍CT课程，在另一所学校为ASD学生实施原始CT课程。4)比较无障碍CT课程与原始课程的有效性，以评估其成功与否。这将是第一个为自闭症学生设计、开发、实施和评估无障碍CT课程的研究。它旨在提供一个公开访问的CT课程资源，包括学习目标、教学设计和信息展示方法、评估、反馈、学习环境和专业发展材料，以教授自闭症学生CT。该项目是专家从业者和研究人员之间的合作，共同努力实现两个目标。第一个目标是确定适应性和适应性，使现有的计算思维（CT）课程对自闭症学生开放。这一目标将通过以下方式实现：1)分析ASD学校七年级学生的特点；2)制定适应和调整措施，使现有的为主流学生开发的CT课程也适用于七年级学生。为实现这一目标而收集的数据包括适应和适应的系统文档，包括学习目标、教学设计、信息呈现、评估、反馈和学习环境。第二个目标是在一所学校对ASD学生实施无障碍CT课程，并在另一所学校对原课程进行调整，并通过两组重复测量研究，测试其在提高ASD学生CT概念学习（CTCs）和提高他们CT实践流利度（CTPs）发展方面的有效性。为此目的收集的数据将包括测量学生对ctp学习情况的前后测试，以及两个基于工件的访谈，以测量他们对ctp流利程度的发展。ANCOVA测试将确定无障碍的CT课程是否有效地区分了两组学生对ctc的学习和对ctc流利程度的发展。这将是第一个为ASD学生设计、开发、实施和测试无障碍CT课程的研究，并将为ASD学生提供第一个公开访问的CT课程库。该项目由CS for All项目资助。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。

The project will 1) determine accessibility issues students with Autism Spectrum Disorders (ASD) would face with a computational thinking (CT) curriculum designed for mainstream students, 2) design instructions to make an existing CT curriculum for mainstream students accessible to students with ASD, 3) implement the accessible CT curriculum in one school and the original CT curriculum in another school for students with ASD, and 4) compare the effectiveness of the accessible CT curriculum to the original one to evaluate its success. This will be the first study to design, develop, implement, and evaluate an accessible CT curriculum for students with ASD. It intends to provide a publicly accessible CT curriculum resource with learning objectives, instructional design and information presentation methods, assessments, feedback, learning environments, and professional development materials to teach CT to students with ASD. This project is a collaboration between expert practitioners and researchers working together to accomplish two objectives. The first objective is to identify adaptations and accommodations to make an existing computational thinking (CT) curriculum accessible to students with ASD. This objective will be accomplished by 1) analyzing seventh graders’ characteristics at a school for students with ASD, and 2) developing adaptations and accommodations to make an existing CT curriculum developed for mainstream students accessible to the seventh-grade students. The data to be collected for this objective consists of systematic documentation of the adaptations and accommodations, including learning objectives, instructional design, information presentation, assessments, feedback, and learning environment. The second objective is to implement the accessible CT curriculum at one school and the original one without the adjustments at another school for students with ASD, and test its effectiveness in improving students with ASDs’ learning of CT concepts (CTCs) and increasing their development of fluency in CT practices (CTPs) through two-group repeated measures study. The data to be collected for this objective will include pre- and post-tests to measure students’ learning of CTCs and two artifact-based interviews to measure their development of fluency in CTPs. ANCOVA tests will determine if the accessible CT curriculum was effective in differentiating the two groups on their learning of CTCs and their development of fluency in CTPs. This will be the first study to design, develop, implement, and test an accessible CT curriculum for students with ASD, and will provide the first publicly accessible CT curriculum repository for students with ASD. This project is funded by the CS for All 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.