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Distance and Inclusive Teaching of School Computer Science: Instructional Practices and Learning Experiences
Автор(ы)
Дата публикации
1 января 2026 г.
Тип
journal article
Издатель
International Journal of Information and Education Technology
Том
16
Выпуск
5
Первая страница
1161
Последняя страница
1172
ISSN
2010-3689
Аннотация
This study examines the effectiveness of teaching Computer Science (CS) skills to children with Autism Spectrum Disorder (ASD) through distance education within an inclusive education. Twelve students, aged 10–12 years, participated in a twenty-week online platform using Code.org. A single-case descriptive and explanatory approach was used. Data were collected through observation, teacher feedback, and analysis of student task performance. Quantitative results showed that 75% of participants demonstrated measurable improvement in task completion rates, and the average score on programming-related exercises increased by 21% between the first and final sessions. Qualitative findings revealed increased engagement, motivation, and independence in solving algorithmic tasks, although some challenges persisted in sustaining attention and managing sensory overload. The results indicate that children with ASD can successfully participate in CS learning through structured and visually supported distance education. The study adds to current discussions about inclusive digital pedagogy and offers practical guidance for educators designing adaptive online CS instruction for students with ASD.
Области науки (FoS)
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Название
W7160925520.pdf
Описание
Полный текст в открытом доступе, лицензия cc-by; источник: https://www.ijiet.org/vol16/IJIET-V16N5-2585.pdf
Размер
3,52 MB
Формат
Adobe PDF
Контрольная сумма
(MD5):141cb3f5a51e760e2a692bb67afe34bb