Developing computing skills and competencies in a student with ASD: lessons learned
Abstract
Computer Science programs globally experience high rates of retention and dropout. Contributing factors may include the significant demand for abstraction and the complexity of the content, which are challenges that can be more difficult for autistic individuals. This study presents a case study from the perspectives of an autistic student and an autistic professor, focusing on the academic experiences of the student, who is a neurodivergent individual with Level 1 support needs for autism, ADHD, and dyslexia, currently enrolled in a Bachelor of Education in Computer Science at [university name omitted for evaluation]. The ongoing study provides preliminary findings on the relationship between the individual’s neurodivergent traits and the specific demands of the courses in their program.References
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Association, A. P. et al. (2014). DSM-5: Manual diagnóstico e estatístico de transtornos mentais. Artmed Editora.
Bortoni-Ricardo, S. M. (2008). O professor pesquisador: introdução à pesquisa qualitativa.
Brasil (2016). Resolução nº 5, de 16 de novembro de 2016.
Carlos, A., Bernardo, J. R., Choji, R., Pires, F., and Pessoa, M. (2024). Nada sobre mim, sem mim: processo de desenvolvimento de habilidades e competências em computação de um estudante autista. In Workshop sobre Educação em Computação (WEI), pages 239–250. SBC.
Cheah, C. S. (2020). Factors contributing to the difficulties in teaching and learning of computer programming: A literature review. Contemporary Educational Technology, 12(2):ep272.
Cortese, S., Sabé, M., Chen, C., Perroud, N., and Solmi, M. (2022). Half a century of research on attention-deficit/hyperactivity disorder: a scientometric study. Neuroscience & Biobehavioral Reviews, 140:104769.
Cousot, P. (2021). Principles of abstract interpretation. MIT Press.
Creswell, J. W. (1994). Research design: Qualitative and quantitative approach. London: Publications.
dos Santos, W. O., Hinterholz, L., and Silva, C. (2017). Licenciatura em computaçao: Desafios e oportunidades na perspectiva do professor. In Anais do Workshop de Informática na Escola, volume 23, page 705.
Faraone, S. V. and Radonjić, N. V. (2023). Neurobiology of attention deficit hyperactivity disorder. Tasman’s Psychiatry, pages 1–28.
Fitch, J. (2023). Cdc says the pandemic has disrupted early autism detection. Contemporary Pediatrics, 40(4):20–21.
Gillespie-Lynch, K., Brooks, P. J., Someki, F., Obeid, R., Shane-Simpson, C., Kapp, S. K., Daou, N., and Smith, D. S. (2015). Changing college students’ conceptions of autism: An online training to increase knowledge and decrease stigma. Journal of autism and developmental disorders, 45:2553–2566.
Grandin, T. (2015). O cérebro autista: pensando através do espectro. Editora Record.
Keller, R., Chieregato, S., Bari, S., Castaldo, R., Rutto, F., Chiocchetti, A., and Dianzani, U. (2020). Autism in adulthood: clinical and demographic characteristics of a cohort of five hundred persons with autism analyzed by a novel multistep network model. Brain sciences, 10(7):416.
Klin, A. (2006). Autismo e síndrome de asperger: uma visão geral. Brazilian Journal of Psychiatry, 28:s3–s11.
Melo, S. C. d., Constant, E., and Ferreira, A. T. (2023). Acesso e permanência de pessoas com autismo no ensino superior. Revista teias, 24(73):112–128.
Milen, M. T. and Nicholas, D. B. (2017). Examining transitions from youth to adult services for young persons with autism. Social Work in Health Care, 56(7):636–648.
Piasta, S. B. and Wagner, R. K. (2010). Learning letter names and sounds: Effects of instruction, letter type, and phonological processing skill. Journal of experimental child psychology, 105(4):324–344.
Shibuta, V., da Costa, I. F., and dos Santos, F. P. (2021). Inclusão do autista no ensino superior público. Psicologia e Saúde em debate, 7(2):1–11.
Teixeira, L. P. (2019). Perfil e inserção profissional do licenciado em computação no brasil. In Anais do Workshop de Informática na Escola, volume 25, page 849.
Torres, L., Blevins, A. S., Bassett, D., and Eliassi-Rad, T. (2021). The why, how, and when of representations for complex systems. SIAM Review, 63(3):435–485.
Published
2025-04-07
How to Cite
PIRES, Fernanda; GOES, Leonardo; PESSOA, Marcela.
Developing computing skills and competencies in a student with ASD: lessons learned. In: BRAZILIAN SYMPOSIUM ON COMPUTING EDUCATION (EDUCOMP), 5. , 2025, Juiz de Fora/MG.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2025
.
p. 423-434.
ISSN 3086-0733.
DOI: https://doi.org/10.5753/educomp.2025.5336.
