通过全纳教育中的通用学习设计让计算机科学变得无障碍

Gulnaz Salgarayeva, A. Makhanova
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摘要

技术和计算机科学(CS)领域正在蓬勃发展。正如任何人在任何年龄都可以学习计算机一样,有特殊教育需要(SEN)的学生也渴望与其他学生一样平等地学习信息技术(IT)知识。然而,有特殊教育需要的学生所面临的障碍之一,就是中学缺乏有关计算机辅助学习的教材和课程。作者设计了促进全纳的教材和作业。本研究旨在评估基于通用学习设计(UDL)开发的教学资源的影响,以使所有学生都能学习学校的 CS 课程。实验涉及 16 名学生和 5 名教师。在为期 8 周的时间里,学生们使用基于通用学习设计的培训材料学习计算机科学。实验前后对知识成果指标,尤其是编程技能进行了评估。与实验前的测试结果(平均值 = 12.13,标准偏差 = 1.20)相比,受访者在通过特定任务学习计算机科学后,对该学科的同化程度更高,这一点从随后的测试结果(平均值 = 8.94,标准偏差 = 1.12)可以看出。该研究表明,使用基于 UDL 的特殊任务来教授 CS,可使 CS 更易于理解,并对有特殊教育需求的学生产生积极影响。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Making Computer Science Accessible through Universal Design for Learning in Inclusive Education
The field of technology and computer science (CS) is developing dynamically. Just as anyone can learn computers at any age, students with special educational needs (SEN) also aspire to acquire IT (information technology) knowledge on an equal footing with all other students. However, one of the obstacles facing students with SEN is the lack of educational materials and programs for CS in secondary schools. The authors have designed teaching materials and assignments that promote inclusion. This study aims to evaluate the impact of teaching resources developed based on universal design for learning (UDL) to make the school’s CS course accessible to all students. The experiment involved 16 students and five teachers. For 8 weeks, students studied computer science using training materials based on UDL. Assessment of knowledge outcome indicators, particularly programming skills, was conducted before and after the experiment. After studying computer science through specific tasks, the interviewees demonstrated a higher level of assimilation of the subject, as indicated by the subsequent test results (mean = 12.13, standard deviation = 1.20), compared to the pre-experimental test (mean = 8.94, standard deviation = 1.12). The study demonstrated that using special UDLbased tasks to teach CS makes it more accessible and has a positive impact on students with special educational needs.
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