ABSTRACT Background and Context Elementary computer science (CS) can be engaging and challenging for some students with disabilities who struggle with complex problem solving. Objective This study examined academic engagement of students with autism spectrum disorder (ASD) in elementary CS instruction. Method A mixed methods case study was used to study how three elementary students with ASD participated in CS instruction that involved a peer collaboration strategy. Findings All students were engaged with the computational tasks, with variations in academic engagement. All experienced challenges with the computing activities that resulted in disengagement or limited independent problem solving. Students received “in the moment” supports, with little evidence of planned instructional scaffolding. Implications Students did not receive individualized support. With such supports, they may have had a more positive experience. It is important to continue to study the experiences of students with disabilities during elementary CS instruction to better support these learners.

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自闭症学生在初级计算机科学期间的学术参与和合作的描述性分析

摘要 背景和背景 初级计算机科学 (CS) 对一些难以解决复杂问题的残疾学生来说可能具有吸引力和挑战性。目的 本研究调查了自闭症谱系障碍 (ASD) 学生在初级 CS 教学中的学业参与度。方法 混合方法案例研究用于研究三名 ASD 小学生如何参与涉及同伴协作策略的 CS 教学。结果 所有学生都参与了计算任务，但学术参与度有所不同。所有人都经历了计算活动的挑战，导致脱离或独立解决问题的能力有限。学生得到了“当下”的支持，几乎没有证据表明有计划的教学脚手架。影响 学生没有得到个性化的支持。有了这样的支持，他们可能会有更积极的体验。重要的是要继续研究残疾学生在初级 CS 教学中的经历，以更好地支持这些学习者。