DO-IT - Pre-college

What do “neurodiverse” and “neurodivergent” mean?

swb3 — Mon, 10 Oct 2022 16:50:29 +0000

Terms such as “neurodiverse” and “neurodivergent” were introduced in the 1990s by autistic sociologist Judy Singer as an alternative to deficit-based language, such as “disorder.” Singer highlighted notable strengths of many individuals in the autistic population that include abilities to focus, recognize patterns, and remember factual information. A “neurodivergent” person refers to a person on the autism spectrum or, more generally, to someone whose brain processes information in a way that is not typical of most individuals. These people may have learning disabilities, attention deficit and anxiety disorders, obsessive-compulsive disorder, and Tourette’s syndrome. Through a neurodiversity lens, such conditions reflect different ways of being that are all normal human experiences.

Although “neurodiversity” is usually used to describe a group of neurodivergent individuals, it also refers to all of humankind because everyone has a unique way of processing information.

For a project that works with neurodiverse students, consult the DO-IT website Neuroscience for Neurodiverse Learners.

For further information regarding neurodiversity, consult Harvard's What is Neurodiversity?, How do neurodiverse and neurotypical software engineers differ in the workplace?, and this article by the Neurodiversity Hub.

Are Advanced Placement Computer Science Principles curricula accessible to students with disabilities?

brianna — Fri, 24 Jan 2020 21:38:19 +0000

Date Updated:

05/23/22

Many different curricula are used to teach Advanced Placement (AP) Computer Science Principles (CSP). Most of these curricula are not fully accessible to students with disabilities, largely because the programming tools that they utilize are not accessible to students who are blind or visually impaired and typically use screen readers to access content presented on the screen. Screen readers can read text aloud to users but cannot interpret content presented in images.

AccessCSforAll developed an accessible version of the AP CSP curriculum that uses the Quorum programming language, which is designed to be accessible to students with disabilities. The accessible curriculum is based on the Code.org curricula.

For more information about accessible K-12 computer science education, consult the following knowledge base articles:

AccessCSforAll is funded by the National Science Foundation (grant #CNS-1738252 and #CNS-1738259) and led by the ��Ƶ and the University of Nevada Las Vegas. Its purpose is to increase the successful participation of students with disabilities in K-12 computing courses.

Are there Hour of Code activities that are accessible to students with visual impairments?

brianna — Fri, 24 Jan 2020 00:29:24 +0000

Date Updated:

05/23/22

Code.org’s Hour of Code activities are one-hour tutorials designed to expose K-12 students to coding and other aspects of computer science. Although there are numerous Hour of Code projects, many are not accessible to students who are blind and visually impaired. However, there are two that utilize the Quorum programming language and are accessible.

Code with Mary, Astronomy, Dash Joins a Dance Circle (K-5), and Dash Joins a Dance Circle (with functions) (6-8) are fully accessible to students with visual impairments and can also be used with a classroom of sighted students. Currently, there are no other accessible Hour of Code activities.

For more information about Code.org and students with disabilities, consult Supporting Students with Disabilities for the Hour of Code.

For more information about accessible K-12 computer science, consult the following knowledge base articles:

How can computing courses be made more accessible to students with specific learning disabilities?

lylac — Fri, 12 Aug 2016 20:43:42 +0000

Date Updated:

05/23/22

A “specific learning disability” refers to a variety of diagnoses such as difficulties with oral or written expression; decoding, fluency, and comprehension; auditory processing; working memory; arithmetic; and executive functioning. There are a variety of strategies that instructors can use to make computing courses more accessible for students with specific learning disabilities. Consider adopting a growth mindset approach that focuses on students’ abilities to learn and grow rather than talent or intelligence. Instructors can also help students develop self-advocacy skills so that they are prepared to request help when needed. Such strategies benefit not only students with specific learning disabilities, but to other students in the classroom as well. Following are strategies that are particularly helpful to students who face specific challenges related to specific learning disabilities.

Strategies for accommodating someone with a disability that impacts reading ability include:

Use of online videos from sources like YouTube and Khan Academy;
Use of audiobooks;
Use of visual programming languages like Scratch;
Use of tools like JetBrains Webstorm, a JavaScript IDE (integrated development environment) that autocompletes phrases, uses drop down menus, and checks spelling errors in code; and
Preview new vocabulary.

Strategies for accommodating for oral expressive difficulty include:

Use of cues,
Allowing for rehearsal, and
Use of multiple modalities for evaluation.

Strategies for accommodating for written expressive difficulty include:

Use of graphic organizers or templates,
Use of text to speech software,
Use of pseudo-code to draft code, and
Encouraging students to think aloud as they work.

Strategies for accommodating for executive functioning difficulty include:

Model planning,
Use micro-unit tasks,
Use digital materials,
Providing an organizational system, and
Integrating study skills into lessons.

Strategies for accommodating for working memory and auditory processing include:

Written instructions,
Allowing extra time,
Providing scaffolding activities and tools, and
Monitoring your speed and volume.

For more information related to this topic consider reading the following Knowledge Base articles: What are specific types of learning disabilities?; What are typical accommodations for students with learning disabilities?; How can I make my computing department more accessible to students with disabilities?; and How can universal design be applied to instruction? You may also wish to view the video Quality Education Is Accessible, in which students with a variety of disabilities share strategies for making instruction more accessible to them.

Increasing Access and Success in the STEM Disciplines

eol — Thu, 12 May 2016 05:42:10 +0000

Increasing Access and Success in the STEM Disciplines

A Model for Supporting the Transition of High School Students with Disabilities into STEM-Related Postsecondary Education

Long Description:

Life Phase:

Pre-college

What aspects of the Exploring Computer Science (ECS) or Computer Science Principles (CSP) curriculum might present accessibility challenges to students with disabilities?

lylac — Fri, 02 Oct 2015 19:24:52 +0000

Date Updated:

05/23/22

Exploring Computer Science (ECS) and Computer Science Principles (CSP) are two different curricula for computer science that are used in K-12 settings. Both have the potential to be accessible to students with disabilities, but also present accessibility challenges. These challenges include

Programming environments and languages, including Python, Alice, and Scratch, may not be accessible to some students (e.g., those who are blind or who have mobility-related disabilities).
Teachers without a strong computer science background are often resistant to learning another programming language or teaching multiple languages in one class.
Some assignments, such as creating animations, are fundamentally inaccessible to some students with disabilities.
Pair programming during the Advanced Placement (AP) test can create logistical problems between someone with a disability and someone without a disability.
There is very little existing knowledge of how people with dyslexia, attention deficits, autism, or other invisible disabilities work in each programming language or utilize text-based versus drag-and-drop programming environments.
Requesting accommodations for the AP test is cumbersome.
Some teachers do not have the right resources—there may not be money in a school’s budget for assistive technology.
There are very few computer science professionals with disabilities serving as role models.

For information on how computer instructors can more fully include students with disabilities in computer science courses visit the knowledge base articles How can K-12 computing instructors get support working with students with disabilities? and How can K-12 computing courses be made accessible to students with disabilities? In addition AccessCSforAll offers real-time support instructors who are teaching students with disabilities. For real-time support, contact accesscsforall@uw.edu or 509-328-9331.

How can K-12 computing courses be made accessible to students with disabilities?

lylac — Wed, 23 Sep 2015 22:26:29 +0000

Date Updated:

05/23/22

Many students with disabilities have successfully completed computing courses during their K-12 education. As a result, some individuals with disabilities have successfully completed postsecondary degrees in computing and now have careers in computing fields. However, more work needs to be done in order for all students with disabilities have opportunities to pursue these careers.

Sometimes K-12 computing courses use technologies that are not accessible to students with disabilities, particularly students who are blind or have mobility impairments. However, by using alternative tools that are accessible to students with disabilities, similar concepts can be taught to a wider audience.

One example of a solution to avoid erecting access barriers is using the programming language Quorum. Currently, about a thousand students are taught Quorum each year, and nearly half of the schools for the blind in the United States use Quorum to teach programming. Quorum runs on the Java Virtual Machine and can be used for a wide variety of applications (e.g., web, music). It is accessible to individuals using screen readers and speech output for access and is also accessible to those who can operate a keyboard but not a mouse. It has support for Lego Robotics and a computer gaming engine. Teaching materials for Quorum include an 18-week curriculum, online/offline tools support, a draft textbook, and real-time support via email or Facebook.

Students who have disabilities and are interested in studying and pursuing computing careers can receive mentoring and support by joining the AccessComputing Team. The AccessCSforAll project offers support to computing instructors who wish to better serve students with disabilities; for assistance, contact accesscsforall@uw.edu or 509-328-9331.

For more information on Quorum consult the Knowledge Base article, What is the Quorum programming language? and/or view the video Quorum: An Accessible Programming Language.

Industry Tours: A Promising Practice in Bringing Career and Technical Education to Life

Scott — Thu, 31 Jul 2014 21:25:24 +0000

Date Updated:

04/08/21

The Career and Technical Education Program (CTE) at Seattle Public Schools serves a wide variety of students with different learning needs. Through a collaborative grant from The Boeing Company, CTE staff worked with the Disabilities, Opportunities, Internetworking, and Technology (DO-IT) program to arrange industry tours for students with disabilities.

Students from CTE’s Aerospace Science and Technology program toured a Boeing production plant in Mukilteo, Washington, and another plant in Renton, Washington. They attended information sessions and met employees. Teachers attended the tours with students and talked about students’ unique strengths in the context of a working production plant.

The industry tours are considered a promising practice because:

The tours related directly to the academic program the students were enrolled in.
The tours provided an alternative method for students to learn about aerospace job skills.
The tours provided a safe place for students to ask questions and talk about their disability.
Students were able to interact with mentors working in the field.
Students learned about a variety of jobs in their field of interest.

For information about preparing students with disabilities for careers in science, technology, engineering, and math (STEM) fields, read What are key issues for increasing the successful participation of individuals with disabilities in STEM fields?

Computer Science Fun Day: A Promising Practice in Collaborating to Increase Computer Science Awareness

Lyla — Thu, 31 Jul 2014 21:25:24 +0000

Date Updated:

05/23/22

In an effort to increase computer science awareness among youth with disabilities, the University of Alabama, Auburn University, and United Cerebral Palsy of Birmingham collaborated to host two Computer Science Fun Days. The participants engaged in fun, interactive computer and robotics activities and learned about numerous opportunities in the field of computer science.

Each partner brought different skills and connections to the table. The university partners developed the content for the workshops. United Cerebral Palsy used its connections to promote the opportunity to the target audience. Auburn University and United Cerebral Palsy provided locations for the events.

Although the agendas for the events differed slightly, at each event participants worked together to program a Lego Mindstorm robot. After short demonstrations were performed, the participants were asked to help write the subsequent programs to instruct the robots to perform specific tasks such as dancing to music and following a line. The organizers asked a lot of questions to keep the participants engaged and focused on the task. In each event participants presented their work to the other participants and activity organizers.

Sample event agendas follow.

Event at Auburn University

5:15 – 5:30: Welcome, Introductions
5:30 – 6:45: Kodu, Alice and Lego NXT team work
6:45 – 7:00: Pizza Break
7:00 – 7:30: Kodu, Alice and Lego NXT team work (continued)
7:30 – 8:00: Participants showcased their work in front of their parents and siblings

Event at United Cerebral Palsy of Birmingham

5:30 – 6:00: Welcome, Introductions and Pizza
6:00 – 6:45: Lego Robot demonstration
6:45 – 6:55: Break
6:55 – 7:30: App Inventor demonstration
7:30 – 8:00: What can I do with CS?

Seventy students attended the events and organizers observed that the participants appeared to really enjoy the workshops. One student sent an email message stating that as a result of his participation he now wants to pursue more classes in computers science, including summer camps offered by local universities. It was also observed that writing and editing programs gave participants experienced how trial and error is used to solve problems. All experienced success in their efforts.

The Computer Science Fun Days is a promising practice for how organizations can work together to combine their individual strengths together to create something they could have accomplished on their own.

For more information on the Computer Science Fun Days including budget and organizer contact information visit Project Summary: Computer Science Fun Day.

This activity was been funded by a minigrant from The Computer Science Collaboration Project (CSCP). CSCP is partially funded by a grant from the National Science Foundation (NSF), Division of Computer and Network Systems, Broadening Participation in Computing (CNS-0940646).

Computer Science Exploration Project: A Promising Practice in Introducing Computer Science

Lyla — Thu, 31 Jul 2014 21:25:24 +0000

Date Updated:

04/08/21

To expose high school students with disabilities to computer sciences and related careers, the North Central Florida High School High Tech program undertook the Computer Science Exploration Project. The Project offered a series of nine hands-on events. An event was held once a month and included visits to:

Florida State University’s High Magnetic Field Laboratory – During this visit students participated in hands-on demonstrations, self-guided tours, and visits with scientists to learn how computer technology related to the research being done in the lab.
Palm Bay High School – At this event participants were introduced to a competition robotics team. Students participating on the team explained the process they went through to create their robots and demonstrated their robots.
Sid Martin Biotech Incubator – Participants in this event were shown how computer science technology is used to enhance BioTech research.
New Horizons Computer Learning Center – Over the course of two visits participants learned about the school and the computer technology programs they offer, as well as the technology they use to implement their online classes.
Naval Air Station Jacksonville (NAS JAX) – During this event students were allowed to use the flight simulators that naval pilots utilize for training and to experience the amazing technology used to create real-world simulations in a safe environment.
University of Florida’s Mechanical and Aerospace Engineering Department – The University of Florida’s robotics teams and education programs opened up their lab to demonstrate their creations and explain the technology behind them.
GWIZ (a local science museum) – Here students were introduced to the Lego Mindstorms programmable robots. During the remaining activities in the series they programmed the robots so that they could complete specific tasks.

Evaluation results of the Computer Science Exploration Project suggest that the forty-one participants developed a greater interest in and understanding of computer science and likelihood of pursuing a career in computer science. On a Likert scale of 1 (lowest) to 5 (highest) post-event surveys 80% of the participants reported that they enjoyed the program activities and 31% reported considering a career in the computer science field. A comparison of the pre- and post-surveys revealed a 20% increase in students’ awareness, interest, and appreciation of computer science and associated career fields. The students who attended the majority of the events expressed a greater understanding of computer science. A few students reported a change in their intended career path as a result of their participation; one student who was planning a career as a professional football player changed his mind to pursue aviation after the NAS JAX trip while another student switched from the medical field to computer technology after the robotics and New Horizons events.

The Computer Science Exploration Project is a promising practice for helping students with disabilities gain a better understanding and appreciation of computer science and related career fields.

For more information about this project visit the North Central Florida High School High Tech Computer Science Exploration Project.