research-article

Differentiating for Diversity: Using Universal Design for Learning in Elementary Computer Science Education

Authors:

Alexandria K. Hansen,

Eric R. Hansen,

Hilary A. Dwyer,

Danielle B. Harlow,

Diana FranklinAuthors Info & Claims

SIGCSE '16: Proceedings of the 47th ACM Technical Symposium on Computing Science Education

Pages 376 - 381

https://doi.org/10.1145/2839509.2844570

Published: 17 February 2016 Publication History

Abstract

As computer science moves from an outreach activity to a normal classroom activity in the multi-subject, mainstream elementary school classroom, curricula need to be examined to ensure they are meeting the needs of diverse students. In this paper, we present how Universal Design for Learning (UDL) was used to develop and refine a programming environment and curriculum for upper-elementary school classrooms (students aged 9-12). We then present our accommodations and modifications to emphasize the ways our development environment and/or curriculum enabled such uses. Ensuring introductory computer science experiences are equitable and accessible for a wide range of student learners may broaden the diversity of individuals who perceive themselves as capable of pursuing computer science in the future.

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Cited By

Liao YKim JOttenbreit-Leftwich AKarlin MGuo M(2024)Voices of Elementary Computer Science Teachers: Computer Science Integration Rationales and PracticesACM Transactions on Computing Education10.1145/368885424:4(1-26)Online publication date: 16-Aug-2024
https://dl.acm.org/doi/10.1145/3688854
K. Hansen AR. Hansen EB. Harlow D(2024)Fabricating Fidgets to Support Inclusive Maker EducationConnected Science Learning10.1080/24758779.2018.124205131:7Online publication date: 23-Apr-2024
https://doi.org/10.1080/24758779.2018.12420513
Erdem EKalelioğlu F(2024)Comparing traditional and flipped classrooms in teaching block-based programming: effects on fifth-graders’ self-efficacy towards computational thinking skills, conceptual learning, and their perspectivesEducation 3-1310.1080/03004279.2024.2400933(1-23)Online publication date: 30-Sep-2024
https://doi.org/10.1080/03004279.2024.2400933
Show More Cited By

Index Terms

Differentiating for Diversity: Using Universal Design for Learning in Elementary Computer Science Education
1. Social and professional topics
  1. Professional topics
    1. Computing education
      1. Computing education programs
      2. K-12 education

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Published In

cover image ACM Conferences

SIGCSE '16: Proceedings of the 47th ACM Technical Symposium on Computing Science Education

February 2016

768 pages

ISBN:9781450336857

DOI:10.1145/2839509

General Chairs:
Carl Alphonce
University at Buffalo
,
Jodi Tims
Baldwin Wallace University
,
Program Chairs:
Michael Caspersen
Aarhus University
,
Stephen Edwards
Virginia Tech University

Copyright © 2016 ACM.

Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for components of this work owned by others than ACM must be honored. Abstracting with credit is permitted. To copy otherwise, or republish, to post on servers or to redistribute to lists, requires prior specific permission and/or a fee. Request permissions from [email protected]

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SIGCSE: ACM Special Interest Group on Computer Science Education

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Association for Computing Machinery

New York, NY, United States

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Published: 17 February 2016

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SIGCSE '16: The 47th ACM Technical Symposium on Computing Science Education

March 2 - 5, 2016

Tennessee, Memphis, USA

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SIGCSE '16 Paper Acceptance Rate 105 of 297 submissions, 35%;

Overall Acceptance Rate 1,595 of 4,542 submissions, 35%

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SIGCSE TS 2025

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The 56th ACM Technical Symposium on Computer Science Education

February 26 - March 1, 2025

Pittsburgh , PA , USA

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Cited By

Liao YKim JOttenbreit-Leftwich AKarlin MGuo M(2024)Voices of Elementary Computer Science Teachers: Computer Science Integration Rationales and PracticesACM Transactions on Computing Education10.1145/368885424:4(1-26)Online publication date: 16-Aug-2024
https://dl.acm.org/doi/10.1145/3688854
K. Hansen AR. Hansen EB. Harlow D(2024)Fabricating Fidgets to Support Inclusive Maker EducationConnected Science Learning10.1080/24758779.2018.124205131:7Online publication date: 23-Apr-2024
https://doi.org/10.1080/24758779.2018.12420513
Erdem EKalelioğlu F(2024)Comparing traditional and flipped classrooms in teaching block-based programming: effects on fifth-graders’ self-efficacy towards computational thinking skills, conceptual learning, and their perspectivesEducation 3-1310.1080/03004279.2024.2400933(1-23)Online publication date: 30-Sep-2024
https://doi.org/10.1080/03004279.2024.2400933
Ghosh H(2023)Pedagogical Approaches to Teaching Neurodiverse Populations in Introductory Courses in Computer ScienceProceedings of the 2023 ACM Conference on International Computing Education Research - Volume 210.1145/3568812.3603461(59-61)Online publication date: 7-Aug-2023
https://dl.acm.org/doi/10.1145/3568812.3603461
Waite JDas AHwang ASentance S(2023)Culturally Relevant Areas of Opportunity for K-12 Computing Lessons2023 IEEE Frontiers in Education Conference (FIE)10.1109/FIE58773.2023.10343308(1-5)Online publication date: 18-Oct-2023
https://doi.org/10.1109/FIE58773.2023.10343308
Bowers JEidin EStephens LBrennan L(2023)Examining Student Testing and Debugging Within a Computational Systems Modeling ContextJournal of Science Education and Technology10.1007/s10956-023-10049-w32:4(607-628)Online publication date: 22-May-2023
https://doi.org/10.1007/s10956-023-10049-w
Israel MKester BWilliams JRay M(2022)Equity and Inclusion through UDL in K-6 Computer Science Education: Perspectives of Teachers and Instructional CoachesACM Transactions on Computing Education10.1145/351313822:3(1-22)Online publication date: 2-Nov-2022
https://dl.acm.org/doi/10.1145/3513138
Buffardi KWang RBecker BQuille KLaakso MBarendsen ESimon (2022)Integrating Videos with Programming PracticeProceedings of the 27th ACM Conference on on Innovation and Technology in Computer Science Education Vol. 110.1145/3502718.3524778(241-247)Online publication date: 7-Jul-2022
https://dl.acm.org/doi/10.1145/3502718.3524778
Buffardi KHarris EWang RMerkle LDoyle MSheard JSoh LDorn B(2022)Codewit.usProceedings of the 53rd ACM Technical Symposium on Computer Science Education - Volume 110.1145/3478431.3499398(780-786)Online publication date: 22-Feb-2022
https://dl.acm.org/doi/10.1145/3478431.3499398
Palieraki SKoutrouba K(2021)Differentiated Instruction in Information and Communications Technology Teaching and Effective Learning in Primary EducationEuropean Journal of Educational Research10.12973/eu-jer.10.3.1487volume-10-2021:volume-10-issue-3-july-2021(1487-1504)Online publication date: 15-Jul-2021
https://doi.org/10.12973/eu-jer.10.3.1487
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