Teaching elementary computer science through universal design for learning

Abstract

Given the academic diversity of today's classrooms, elementary teachers engaged in computer science (CS) and computational thinking (CT) instruction must create CS/CT experiences that are accessible and engaging to a broad range of learners, including those with disabilities. One method of developing inclusive instructional experiences is through the Universal Design for Learning (UDL) framework, wherein teachers proactively design instruction for the broadest range of learners. Doing so may be challenging as elementary teachers may not be familiar with the UDL framework or may not have experience with applying UDL within CS/CT instruction. The purpose of this qualitative study was to investigate how four elementary teachers provided UDL-based instruction to academically diverse learners during CS/CT instruction. Teachers received professional development and instructional coaching related to UDL within CS/CT education. Data included teachers' lesson plans, coaching logs, and teacher interviews which were qualitatively analyzed and triangulated. Data revealed that teachers generally addressed all three UDL principles, with an emphasis on two of the principles (multiple means of engagement and multiple means of representing content) above the third principle (multiple means of action and expression). They focused on breaking tasks into steps, emphasizing student choice, and presenting information in multiple ways. Findings revealed nuanced implementation differences among the teachers as well.