Computer Programming with Pre-K through First-Grade Students with Intellectual Disabilities

Autor/in	Taylor, Matthew S.
Titel	Computer Programming with Pre-K through First-Grade Students with Intellectual Disabilities
Quelle	In: Journal of Special Education, 52 (2018) 2, S.78-88 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4669
DOI	10.1177/0022466918761120
Schlagwörter	Programming; Primary Education; Preschool Children; Elementary School Students; Kindergarten; Grade 1; STEM Education; Case Studies; Direct Instruction; Teaching Methods; Robotics; Coding; Mild Intellectual Disability; Arithmetic; Diagnostic Tests; Mathematics Tests; Keymath Diagnostic Arithmetic Test + Suchen Sie Ihr Suchwort? Programmierung; Primarbereich; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; School year 01; 1. Schuljahr; Schuljahr 01; STEM; Case study; Fallstudie; Case Study; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Teaching method; Lehrmethode; Unterrichtsmethode; Robotertechnik; Codierung; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Diagnostic test; Diagnostischer Test
Abstract	Researchers suggest students in early elementary grade levels are active learners and creators and need to be exposed to science, technology, engineering, and mathematics (STEM) curriculum. The need for student understanding in STEM curriculum is well-documented, and positive results in robotics and computer programming are leading researchers and policy makers to introduce new standards in education. The purpose of this single-case design study is to research the potential for PreK-1st grade students with intellectual disabilities (ID) to learn skills in computer programming through explicit instruction, concrete manipulatives, and tangible interfaces. Students were assessed through baseline, treatment, and generalization phases. The students with ID were found to successfully program the robot, following explicit instruction, although they had difficulty generalizing skills to tablet application. Discussion of results, future research, and limitations is provided. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01