Strategies for Inclusion—Computational Thinking
Jodi Asbell‐Clarke · 2023
Chapter 12 delves into an emerging discipline in K–12 education called computational thinking . Computational thinking serves as a foundation for computer science and a general problem-solving literacy required for life in our increasingly computational society. Synthesizing research from the author’s team at TERC and others, this chapter shows the particular strengths of many neurodivergent learners for problem solving with computational thinking. In particular, the potential overlap between computational thinking practices and executive function is discussed. The chapter provides an exploration of specific classroom tools for computational thinking with examples from classroom use in international research studies with students in grades 3–8. The chapter includes stories about students who were marginalized in class because of their differences, only to become class “rock stars” when allowed to show their prowess at computational thinking puzzles. The tools that researchers devised to support learners’ executive function are presented, showing how embedding these supports within computational thinking activities helped neurodivergent learners reveal their hidden talents.