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Planning K-8 Computer Science through the UDL Framework

This paper describes the rationale for using the UDL framework for designing K-8 CS instruction as well as preliminary findings from a National Science Foundation STEM+C study that examines instructional strategies that support students with disabilities and other struggling learners through Universal Design for Learning (UDL).

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Due to the historic underrepresentation of women, people with disabilities, and people from a broad range of cultural and socioeconomic backgrounds in computer science (CS), there is growing demand to provide CS opportunities in K- 12 settings. As a result, school districts are beginning to implement CS For All initiatives. Consequently, there are increasing demands on teachers to find ways of making CS instruction accessible and engaging to a broad range of learners. Unfortunately, few resources exist to guide teachers in how to engage a broad range of learners in CS instruction. This paper describes the rationale for using the UDL framework for designing K-8 CS instruction as well as preliminary findings from a National Science Foundation STEM+C study that examines instructional strategies that support students with disabilities and other struggling learners through Universal Design for Learning (UDL). Secondly, this paper describes the collaborative efforts between the Creative Technology Research Lab (CTRL) and New York City’s K- 12 CS For All initiative in support of teachers in implementing universally designed CS instruction across grades K-8. Lastly, this paper provides resources developed through these initiatives. Implications for practice and future research directions will be shared.

Creative Commons Licence

Authors/Creators: 
Maya Israel, Todd Lash, Lionel Bergeron, Meg Ray

Organization/Publishers: 
UDL-IRN

Grade/Age Level:

Middle (Age 11-14)

Problem Area:

Langauge Arts
Science

PreK-12 Subject Area:

STEM

Accessibility:

WCAG v2.0 A

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Posted date:

December 19, 2018
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