Lechelt, Z;
Rogers, Y;
Yuill, N;
Nagl, L;
Ragone, G;
Marquardt, N;
(2018)
Inclusive Computing in Special Needs Classrooms: Designing for All.
In: Mandryk, R and Hancock, M and Perry, M and Cox, A, (eds.)
CHI '18: Proceedings of the 2018 CHI Conference on Human Factors in Computing Systems.
Association for Computing Machinery (ACM): New York, NY, USA.
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Abstract
With a growing call for an increased emphasis on computing in school curricula, there is a need to make computing accessible to a diversity of learners. One potential approach is to extend the use of physical toolkits, which have been found to encourage collaboration, sustained engagement and effective learning in classrooms in general. However, little is known as to whether and how these benefits can be leveraged in special needs schools, where learners have a spectrum of distinct cognitive and social needs. Here, we investigate how introducing a physical toolkit can support learning about computing concepts for special education needs (SEN) students in their classroom. By tracing how the students' interactions-both with the physical toolkit and with each other-unfolded over time, we demonstrate how the design of both the form factor and the learning tasks embedded in a physical toolkit contribute to collaboration, comprehension and engagement when learning in mixed SEN classrooms.
Type: | Proceedings paper |
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Title: | Inclusive Computing in Special Needs Classrooms: Designing for All |
Event: | 2018 CHI Conference on Human Factors in Computing Systems (CHI '18) |
Location: | Montreal, QC, Canada |
Dates: | 21 April 2018 - 26 April 2018 |
ISBN-13: | 978-1-4503-5620-6 |
Open access status: | An open access version is available from UCL Discovery |
DOI: | 10.1145/3173574.3174091 |
Publisher version: | http://doi.org/10.1145/3173574.3174091 |
Language: | English |
Additional information: | This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions. |
Keywords: | Digital fluency; computational thinking; physical interfaces; special needs education; computer-supported learning |
UCL classification: | UCL UCL > Provost and Vice Provost Offices > UCL BEAMS UCL > Provost and Vice Provost Offices > UCL BEAMS > Faculty of Engineering Science UCL > Provost and Vice Provost Offices > UCL BEAMS > Faculty of Engineering Science > Dept of Computer Science UCL > Provost and Vice Provost Offices > UCL SLASH UCL > Provost and Vice Provost Offices > UCL SLASH > Faculty of Arts and Humanities |
URI: | https://discovery.ucl.ac.uk/id/eprint/10046357 |
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