Um Mapeamento Sistemático sobre o Ensino de Programação para Pessoas com Deficiência
Resumo
Muitos são os desafios enfrentados pelas pessoas com deficiência, entre esses destacam-se os desafios na aprendizagem de programação. Como existe a necessidade de se tratar as deficiências de maneira específica no ensino-aprendizagem, foi realizado um mapeamento sistemático a fim de fornecer uma visão geral da área. Inicialmente foram encontrados 1844 trabalhos, porém apenas 29 satisfizeram os critérios de inclusão e exclusão de artigos definidos.Estes trabalhos foram classificados de acordo com sua abordagem. Como resultado, um mapa de pesquisas na área foi criado e também foi identificado que os maiores esforços têm sido para pessoas com deficiência visual e que não existe uma padronização de metodologia para cada tipo de deficiência.
Palavras-chave:
ensino de programação, educação em computação, pessoas com deficiência
Referências
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Askar, P. and Davenport, D. (2009). An investigation of factors related to self-eficacy for java programming among engineering students. The Turkish J. of Educ. Tech., 8.
Capovilla, D., Krugel, J., and Hubwieser, P. (2013). Teaching algorithmic thinking usinghaptic models for visually impaired students. In Proc. of the LaTiCE’13, pages 167–171.
Capovilla, D., M ̈uhling, A., and Hubwieser, P. (2015). How learning styles in cs can foster inclusion of visually impaired students. In Proc. of the LaTiCE’15, pages 187–192.
Chiou, P. T. and Young, G. S. (2017). Implementing recommendations of accessibilitytechnology guidelines — the quantitative effects and benefits it offers to non-disabled students. In Proceedings of the CSCI’17, pages 1137–1142.
Conchinha, C., Osório, P., and de Freitas, J. C. (2015). Playful learning: Educational robotics applied to students with learning disabilities. In Proceedings of the SIIE’15, pages 167–171.
Connelly, R. (2010). Lessons and tools from teaching a blind student. J. Comput. Sci.Coll., 25(6): 34–39.
Eiselt, K. and Carter, P. (2018). Integrating social skills practice with computer programming for students on the autism spectrum. In Proc. of the FIE’18, pages 1–5.
Gomes, A. and Mendes, A. (2015). A procura de um contexto para apoiar a aprendizagem inicial de programação. Educação, Formação Tecnologias - ISSN 1646-933X, 8(1).
Gonzalez-Sacristan, C., Garcia-Saura, C., and Molins-Ruano, P. (2016). Phogo: A lowcost, engaging and modern proposal to learn how to program. In Proceedings of the IVTEEM ’16, page 67–71.
Granada, R. P., Barwaldt, R., and Esp ́ındola, D. B. (2018). Glossary of computational terms as a stimulus to programming logic: a case study with deaf students. In Proceedings of the FIE’18, pages 1–7.
IBGE (2010). IBGE|Censo 2010. [Online; accessed 3. Jul. 2020].
India, G., Ramakrishna, G., Bisht, J., and Swaminathan, M. (2019). Computational thinking as play: Experiences of children who are blind or low vision in india. In Proceedings of the 21st ASSETS ’19, page 519–522.
Israel, M., Jeong, G., Ray, M., and Lash, T. (2020). Teaching elementary computer science through universal design for learning. In Proc. of SIGCSE ’20, page 1220–1226.
Kane, S. K. and Bigham, J. P. (2014). Tracking @stemxcomet: Teaching programming to blind students via 3d printing, crisis management, and twitter. In Proceedings of the 45th SIGCSE ’14, page 247–252.
Kane, S. K., Koushik, V., and Muehlbradt, A. (2018). Bonk: Accessible programming for accessible audio games. In Proceedings of the 17th IDC ’18, page 132–142.
Kearney-Volpe, C., Hurst, A., and Fitzgerald, S. (2019). Blind web development training at oysters and pearls technology camp in uganda. In Proceedings of the 16th W4A ’19.
Konecki, M., Ivkovic, N., and Kaniski, M. (2016). Making programming education more accessible for visually impaired. In Proc. of the 39th MIPRO’16, pages 887–890.
Koushik, V., Guinness, D., and Kane, S. K. (2019). Storyblocks: A tangible programming game to create accessible audio stories. In Proceedings of the 2019 CHI ’19, page 1–12.
Koushik, V. and Kane, S. K. (2019). It broadens my mind: Empowering people with cognitive disabilities through computing education. In Proc. of CHI ’19, page 1–12.
Ladner, R. E. and Stefik, A. (2017). Access cs for all: Making computer science accessible to k-12 students in the united states. SIGACCESS Access. Comput., (118):3–8.
Ludi, S., Bernstein, D., and Mutch-Jones, K. (2018). Enhanced robotics! improving building and programming learning experiences for students with visual impairments. In Proceedings of the 49th SIGCSE ’18, page 372–377.
Ludi, S. and Reichlmayr, T. (2011). The use of robotics to promote computing to pre-college students with visual impairments. ACM Trans. Comput. Educ., 11(3).
Lung, J., Aranda, J., Easterbrook, S., and Wilson, G. (2008). On the difficulty of replicating human subjects studies in software engineering. In Proceedings of the 30th ICSE’08, pages 191–200.
Martin, C. S. (2009). Os fundamentos das deficiências e síndromes - Aprender e superar. [Online; accessed 3. Jul. 2020].
McMillan, C. and Rodda-Tyler, A. (2016). Collaborative software engineering education between college seniors and blind high school students. In Proceedings of the 38th ICSE ’16, page 360–363.
Munoz, R., Villarroel, R., Barcelos, T. S., Riquelme, F., Quezada, A., and Bustos-Valenzuela, P. (2018). Developing computational thinking skills in adolescents with autism spectrum disorder through digital game programming. IEEE Access, 6:63880–63889.
Oliveira, F. C. d. M., Gomes, G. N., de Freitas, A. T., de Oliveira, A. C., Silva, L. C., and Queiroz, B. (2015). A comparative study of the acceptability of signs for the brazilian sign language created in person and remotely. In Proc. of SIGCSE ’15, page 207–211.
Pereira, R. M., da Silva, F. F., and Silla, C. N. (2018). Teaching algorithms for visually impaired and blind students using physical flowcharts and screen readers. In Proceedings of the FIE’18, pages 1–9.
Petersen, K., Feldt, R., Mujtaba, S., and Mattsson, M. (2008). Systematic mapping studies in software engineering. In Proceedings of the 12th EASE’08, page 68–77.
Ray, M. J., Israel, M., Lee, C. e., and Do, V. (2018). A cross-case analysis of instructional strategies to support participation of k-8 students with disabilities in cs for all. In Proceedings of the 49th SIGCSE ’18, page 900–905.
Silva, T., Medeiros, T., Medeiros, H., Lopes, R., and Aranha, E. (2015). Ensino-aprendizagem de programação: uma revisão sistemática da literatura. Revista Bra-sileira de Informática na Educação, 23(01):182.
Souza, D., Batista, M., and Barbosa, E. (2016). Problemas e dificuldades no ensinode programação: Um mapeamento sistemático. Revista Brasileira de Informática na Educação, 24(1):39.
Stefik, A., Ladner, R. E., Allee, W., and Mealin, S. (2019). Computer science principles for teachers of blind and visually impaired students. In Proceedings of the 50th SIGCSE ’19, page 766–772.
Stefik, A. M., Hundhausen, C., and Smith, D. (2011). On the design of an educational infrastructure for the blind and visually impaired in computer science. In Proceedings of the 42nd SIGCSE ’11, page 571–576.
Stuurman, S., Passier, H. J., Geven, F., and Barendsen, E. (2019). Autism: Implications for inclusive education with respect to software engineering. In Proceedings of the 8th CSERC ’19, page 15–25.
Wille, S., Century, J., and Pike, M. (2016). Computer science principles (csp) and students with learning differences: Expanding opportunities for a hidden underrepresented group. In Proceedings of the RESPECT’16, pages 1–8.
Wille, S., Century, J., and Pike, M. (2017). Exploratory research to expand opportunities in computer science for students with learning differences. Computing in Science Engineering, 19(3):40–50.
Askar, P. and Davenport, D. (2009). An investigation of factors related to self-eficacy for java programming among engineering students. The Turkish J. of Educ. Tech., 8.
Capovilla, D., Krugel, J., and Hubwieser, P. (2013). Teaching algorithmic thinking usinghaptic models for visually impaired students. In Proc. of the LaTiCE’13, pages 167–171.
Capovilla, D., M ̈uhling, A., and Hubwieser, P. (2015). How learning styles in cs can foster inclusion of visually impaired students. In Proc. of the LaTiCE’15, pages 187–192.
Chiou, P. T. and Young, G. S. (2017). Implementing recommendations of accessibilitytechnology guidelines — the quantitative effects and benefits it offers to non-disabled students. In Proceedings of the CSCI’17, pages 1137–1142.
Conchinha, C., Osório, P., and de Freitas, J. C. (2015). Playful learning: Educational robotics applied to students with learning disabilities. In Proceedings of the SIIE’15, pages 167–171.
Connelly, R. (2010). Lessons and tools from teaching a blind student. J. Comput. Sci.Coll., 25(6): 34–39.
Eiselt, K. and Carter, P. (2018). Integrating social skills practice with computer programming for students on the autism spectrum. In Proc. of the FIE’18, pages 1–5.
Gomes, A. and Mendes, A. (2015). A procura de um contexto para apoiar a aprendizagem inicial de programação. Educação, Formação Tecnologias - ISSN 1646-933X, 8(1).
Gonzalez-Sacristan, C., Garcia-Saura, C., and Molins-Ruano, P. (2016). Phogo: A lowcost, engaging and modern proposal to learn how to program. In Proceedings of the IVTEEM ’16, page 67–71.
Granada, R. P., Barwaldt, R., and Esp ́ındola, D. B. (2018). Glossary of computational terms as a stimulus to programming logic: a case study with deaf students. In Proceedings of the FIE’18, pages 1–7.
IBGE (2010). IBGE|Censo 2010. [Online; accessed 3. Jul. 2020].
India, G., Ramakrishna, G., Bisht, J., and Swaminathan, M. (2019). Computational thinking as play: Experiences of children who are blind or low vision in india. In Proceedings of the 21st ASSETS ’19, page 519–522.
Israel, M., Jeong, G., Ray, M., and Lash, T. (2020). Teaching elementary computer science through universal design for learning. In Proc. of SIGCSE ’20, page 1220–1226.
Kane, S. K. and Bigham, J. P. (2014). Tracking @stemxcomet: Teaching programming to blind students via 3d printing, crisis management, and twitter. In Proceedings of the 45th SIGCSE ’14, page 247–252.
Kane, S. K., Koushik, V., and Muehlbradt, A. (2018). Bonk: Accessible programming for accessible audio games. In Proceedings of the 17th IDC ’18, page 132–142.
Kearney-Volpe, C., Hurst, A., and Fitzgerald, S. (2019). Blind web development training at oysters and pearls technology camp in uganda. In Proceedings of the 16th W4A ’19.
Konecki, M., Ivkovic, N., and Kaniski, M. (2016). Making programming education more accessible for visually impaired. In Proc. of the 39th MIPRO’16, pages 887–890.
Koushik, V., Guinness, D., and Kane, S. K. (2019). Storyblocks: A tangible programming game to create accessible audio stories. In Proceedings of the 2019 CHI ’19, page 1–12.
Koushik, V. and Kane, S. K. (2019). It broadens my mind: Empowering people with cognitive disabilities through computing education. In Proc. of CHI ’19, page 1–12.
Ladner, R. E. and Stefik, A. (2017). Access cs for all: Making computer science accessible to k-12 students in the united states. SIGACCESS Access. Comput., (118):3–8.
Ludi, S., Bernstein, D., and Mutch-Jones, K. (2018). Enhanced robotics! improving building and programming learning experiences for students with visual impairments. In Proceedings of the 49th SIGCSE ’18, page 372–377.
Ludi, S. and Reichlmayr, T. (2011). The use of robotics to promote computing to pre-college students with visual impairments. ACM Trans. Comput. Educ., 11(3).
Lung, J., Aranda, J., Easterbrook, S., and Wilson, G. (2008). On the difficulty of replicating human subjects studies in software engineering. In Proceedings of the 30th ICSE’08, pages 191–200.
Martin, C. S. (2009). Os fundamentos das deficiências e síndromes - Aprender e superar. [Online; accessed 3. Jul. 2020].
McMillan, C. and Rodda-Tyler, A. (2016). Collaborative software engineering education between college seniors and blind high school students. In Proceedings of the 38th ICSE ’16, page 360–363.
Munoz, R., Villarroel, R., Barcelos, T. S., Riquelme, F., Quezada, A., and Bustos-Valenzuela, P. (2018). Developing computational thinking skills in adolescents with autism spectrum disorder through digital game programming. IEEE Access, 6:63880–63889.
Oliveira, F. C. d. M., Gomes, G. N., de Freitas, A. T., de Oliveira, A. C., Silva, L. C., and Queiroz, B. (2015). A comparative study of the acceptability of signs for the brazilian sign language created in person and remotely. In Proc. of SIGCSE ’15, page 207–211.
Pereira, R. M., da Silva, F. F., and Silla, C. N. (2018). Teaching algorithms for visually impaired and blind students using physical flowcharts and screen readers. In Proceedings of the FIE’18, pages 1–9.
Petersen, K., Feldt, R., Mujtaba, S., and Mattsson, M. (2008). Systematic mapping studies in software engineering. In Proceedings of the 12th EASE’08, page 68–77.
Ray, M. J., Israel, M., Lee, C. e., and Do, V. (2018). A cross-case analysis of instructional strategies to support participation of k-8 students with disabilities in cs for all. In Proceedings of the 49th SIGCSE ’18, page 900–905.
Silva, T., Medeiros, T., Medeiros, H., Lopes, R., and Aranha, E. (2015). Ensino-aprendizagem de programação: uma revisão sistemática da literatura. Revista Bra-sileira de Informática na Educação, 23(01):182.
Souza, D., Batista, M., and Barbosa, E. (2016). Problemas e dificuldades no ensinode programação: Um mapeamento sistemático. Revista Brasileira de Informática na Educação, 24(1):39.
Stefik, A., Ladner, R. E., Allee, W., and Mealin, S. (2019). Computer science principles for teachers of blind and visually impaired students. In Proceedings of the 50th SIGCSE ’19, page 766–772.
Stefik, A. M., Hundhausen, C., and Smith, D. (2011). On the design of an educational infrastructure for the blind and visually impaired in computer science. In Proceedings of the 42nd SIGCSE ’11, page 571–576.
Stuurman, S., Passier, H. J., Geven, F., and Barendsen, E. (2019). Autism: Implications for inclusive education with respect to software engineering. In Proceedings of the 8th CSERC ’19, page 15–25.
Wille, S., Century, J., and Pike, M. (2016). Computer science principles (csp) and students with learning differences: Expanding opportunities for a hidden underrepresented group. In Proceedings of the RESPECT’16, pages 1–8.
Wille, S., Century, J., and Pike, M. (2017). Exploratory research to expand opportunities in computer science for students with learning differences. Computing in Science Engineering, 19(3):40–50.
Publicado
24/11/2020
Como Citar
ARAÚJO, Elaine Cristina Juvino; ANDRADE, Wilkerson L..
Um Mapeamento Sistemático sobre o Ensino de Programação para Pessoas com Deficiência. In: SIMPÓSIO BRASILEIRO DE INFORMÁTICA NA EDUCAÇÃO (SBIE), 31. , 2020, Online.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2020
.
p. 1713-1722.
DOI: https://doi.org/10.5753/cbie.sbie.2020.1713.
