Computer Programming With Early Elementary Students With Down Syndrome

Keywords

age/grade level; content/curriculum area; elementary school; exceptionality; intellectual disability; robotics; STEM; technology perspectives

Abstract

Students of all ages and abilities must be given the opportunity to learn academic skills that can shape future opportunities and careers. Researchers in the mid-1970s and 1980s began teaching young students the processes of computer programming using basic coding skills and limited technology. As technology became more personalized and easily accessible in the early 2000s, there was renewed interest in preparing students with the computer programming skills necessary for their education and possible career choices. The purpose of this single case study was to explore the feasibility of teaching early elementary students with Down syndrome basic computer programming skills using evidence-based practices (i.e., explicit instruction), physical manipulatives, and a robot. All participants (n = 3) successfully completed the intervention. Results, limitations, and future research directions are discussed.

Publication Date

9-1-2017

Publication Title

Journal of Special Education Technology

Volume

32

Issue

3

Number of Pages

149-159

Document Type

Article

Personal Identifier

scopus

DOI Link

https://doi.org/10.1177/0162643417704439

Socpus ID

85046107266 (Scopus)

Source API URL

https://api.elsevier.com/content/abstract/scopus_id/85046107266

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