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Elementary computer science (CS) can be engaging and challenging for some students with disabilities who struggle with complex problem solving. This study examined academic engagement of students with autism spectrum disorder (ASD) in elementary CS instruction. 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. 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. 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. [ABSTRACT FROM AUTHOR]

Background and Context: In this theory paper, we explore the concept of translanguaging from bilingual education, and its implications for teaching and learning programming and computing in especially computer science (CS) for all initiatives. Objective: We use translanguaging to examine how programming is and isn't like using human languages. We frame CS as computational literacies. We describe a pedagogical approach for teaching computational literacies. Method: We review theory from applied linguistics, literacy, and computational literacy. We provide a design narrative of our pedagogical approach by describing activities from bilingual middle school classrooms integrating Scratch into academic subjects. Findings: Translanguaging pedagogy can leverage learners' (bilingual and otherwise) full linguistic repertoires as they engage with computational literacies. Implications: Our data helps demonstrate how translanguaging can be mobilized to do CS, which has implications for increasing equitable participation in computer science. [ABSTRACT FROM AUTHOR]

Overlaying Computer Science (CS) courses on top of inequitable schooling systems will not move us toward "CS for All." This paper prioritizes the perspectives of minoritized students enrolled in high school CS classrooms across a large, urban school district in the Western United States, to help inform how CS can truly be for all. This paper explores what student agency looks like while answering the research question "From the perspective of minoritized students historically underrepresented in computing, what makes a critical difference in their sense of agency in introductory CS high school classes?" Our research-practice partnership used qualitative data (including classroom observations, interviews, student artifacts, and video/photos) and surveys to surface the perspectives and visions of minoritized youth. The research describes what student agency looks like as youth – who have had no prior CS learning experiences – use CS as a tool to resist marginalization and dehumanizing school contexts, while declaring their own "rightful presence" in CS classrooms. Findings demonstrate the importance for CS curricula and pedagogy to center the lives of students in ways that are consequential for minoritized youth. This would support deeper engagement with content learning and student agency with computing. [ABSTRACT FROM AUTHOR]

Promoting open-ended projects presents new opportunities and challenges for inclusive teaching in CS classrooms. While efforts have been made to develop inclusive curricula, little research has focused on ways teachers apply curricula in their classrooms to promote inclusion. To understand the challenges faced in facilitating an open-ended unit and the pedagogical strategies enacted to address those challenges, we analyze the self-reported teaching practices that experienced teachers developed in their implementation of a constructionist electronic textiles unit in Exploring Computer Science. We inductively analyzed and coded 17 experienced teachers' weekly surveys and post-interviews. Teachers leveraged local resources and contexts to adapt classroom activities as well as developed new perspectives on computing as ways to foster inclusivity. We propose further opportunities for CS teachers to consciously reflect and draw upon the assets and funds of knowledge of their students' communities when facilitating open-ended, inclusive activities. [ABSTRACT FROM AUTHOR]