Planning Computer Science Instruction for Students with High-Incidence Disabilities

Autor/inn/en	Hutchison, Amy; Evmenova, Anya S.
Titel	Planning Computer Science Instruction for Students with High-Incidence Disabilities
Quelle	In: Intervention in School and Clinic, 57 (2022) 4, S.262-267 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-4512
DOI	10.1177/10534512211024939
Schlagwörter	Computer Science Education; Students with Disabilities; Access to Education; Computation; Thinking Skills; Coding; Elementary Education; Models; Planning; Program Design; Elementary School Students + Suchen Sie Ihr Suchwort? Computer science lessons; Informatikunterricht; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Education; Access; Bildung; Zugang; Bildungszugang; Denkfähigkeit; Codierung; Programmierung; Elementarunterricht; Analogiemodell; Ablaufplanung; Planungsprozess; Programme design; Programmaufbau; Programmplanung
Abstract	States increasingly are adopting computer science standards to help students develop coding and computational thinking skills. In an effort to support teachers in introducing computer science content to their students with high-incidence disabilities, a new model, computer science integration planning plus universal design for learning (CSIP+), offers ways to integrate computational thinking and coding into content area instruction. This column presents an example of how a teacher might implement the CSIP+ model when designing instruction accessible to all learners. Guiding questions to support teachers at each phase of the planning cycle are 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	2024/1/01