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Inclusive Computing in Special Needs Classrooms: Designing for All

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. Green open access

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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
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 > 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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