Nothing about me, without me: the process of developing computing skills and competencies of an autistic student
Abstract
Computing courses face high failure and dropout rates, especially among students with Autism Spectrum Disorder (ASD). The abstract nature of understanding concepts related to computing can be challenging, given the characteristics of ASD. This paper presents a case study on developing computing skills and competencies in a student with ASD through their participation in a scientific initiation project. The qualitative research methodology employs the life narrative method to present the challenges and solutions encountered during the research and development process of an application targeting individuals with ASD. The results can provide insights for students and educators on problem-solving and computing approaches.References
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Deterding, S. (2015). The lens of intrinsic skill atoms: A method for gameful design. Human–Computer Interaction, 30(3-4):294–335.
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Laxmidas, K., Avra, C., Wilcoxen, C., Wallace, M., Spivey, R., Ray, S., Polsley, S., Kohli, P., Thompson, J., and Hammond, T. (2021). Commbo: Modernizing augmentative and alternative communication. International Journal of Human-Computer Studies, 145:102519.
Lima, N. A., David, P. B., and Mendes, D. L. L. L. (2024). Políticas públicas voltadas a inclusão educacional de alunos com autismo. Revista Educar Mais, 8:52–68.
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Polkinghorne, D. E. (1995). Narrative configuration in qualitative analysis. International journal of qualitative studies in education, 8(1):5–23.
Richardson, L., McCoy, A., and McNaughton, D. (2019). “he’s worth the extra work”: The employment experiences of adults with asd who use augmentative and alternative communication (aac) as reported by adults with asd, family members, and employers. Work, 62(2):205–219.
Rodrigues, C. K. (2023). Percepção do autista e sua inclusão nas organizações: Nada sobre nós, sem nós. PhD thesis, Universidade de São Paulo.
Zisk, A. and Dalton, E. (2018). Augmentative and alternative communication for speaking autistic adults: Overview and recommendations. autism in adulthood, 1 (2), 93–100.
Alves, S. G. et al. (2009). A estruturação do ambiente para a pessoa com autismo: Um relato de experiência. Pedagogia em ação, 1(2):79–86.
American Psychiatric Association, D., Association, A. P., et al. (2013). Diagnostic and statistical manual of mental disorders: DSM-5, volume 5. American psychiatric association Washington, DC.
Brande, C. A. and Zanfelice, C. C. (2012). A inclusão escolar de um aluno com autismo: diferentes tempos de escuta, intervenção e aprendizagens. Revista Educação Especial, pages 43–56.
Censo, I. (2022). Censo, IBGE. Technical report.
da Silva, S. C., Schneider, D. R., Kaszubowiski, E., and Nuernberg, A. H. (2019). Perfil acadêmico dos estudantes com transtorno do espectro autista matriculados no ensino superior. Revista Educação Especial, 32:1–32.
de Jesus, H. O., Rodriguez, L. C., and Junior, A. d. O. C. (2021). Predição de evasão escolar na licenciatura em computação. Revista Brasileira de Informática na Educação, 29:255–272.
Deng, L. and Rattadilok, P. (2022). The need for and barriers to using assistive technologies among individuals with autism spectrum disorders in china. Assistive Technology, 34(2):242–253.
Deterding, S. (2015). The lens of intrinsic skill atoms: A method for gameful design. Human–Computer Interaction, 30(3-4):294–335.
Israel, M., Chung, M. Y., Wherfel, Q. M., and Shehab, S. (2020). A descriptive analysis of academic engagement and collaboration of students with autism during elementary computer science. Computer Science Education, 30(4):444–468.
Laxmidas, K., Avra, C., Wilcoxen, C., Wallace, M., Spivey, R., Ray, S., Polsley, S., Kohli, P., Thompson, J., and Hammond, T. (2021). Commbo: Modernizing augmentative and alternative communication. International Journal of Human-Computer Studies, 145:102519.
Lima, N. A., David, P. B., and Mendes, D. L. L. L. (2024). Políticas públicas voltadas a inclusão educacional de alunos com autismo. Revista Educar Mais, 8:52–68.
OLIVATI, A. G. and LEITE, L. P. (2019). Experiências acadêmicas de estudantes universitários com transtornos do espectro autista: uma análise interpretativa dos relatos. Revista Brasileira de Educação Especial, 25:729–746.
Pessoa, M., Lima, M., Pires, F., Haydar, G., Melo, R., Rodrigues, L., Oliveira, D., Oliveira, E., Galvão, L., Gadelha, B., et al. (2023). A journey to identify users’ classification strategies to customize game-based and gamified learning environments. IEEE Transactions on Learning Technologies.
Polkinghorne, D. E. (1995). Narrative configuration in qualitative analysis. International journal of qualitative studies in education, 8(1):5–23.
Richardson, L., McCoy, A., and McNaughton, D. (2019). “he’s worth the extra work”: The employment experiences of adults with asd who use augmentative and alternative communication (aac) as reported by adults with asd, family members, and employers. Work, 62(2):205–219.
Rodrigues, C. K. (2023). Percepção do autista e sua inclusão nas organizações: Nada sobre nós, sem nós. PhD thesis, Universidade de São Paulo.
Zisk, A. and Dalton, E. (2018). Augmentative and alternative communication for speaking autistic adults: Overview and recommendations. autism in adulthood, 1 (2), 93–100.
Published
2024-07-21
How to Cite
CARLOS, Alexander; BERNARDO, João R. S.; CHOJI, Rodrigo; PIRES, Fernanda; PESSOA, Marcela.
Nothing about me, without me: the process of developing computing skills and competencies of an autistic student. In: WORKSHOP ON COMPUTING EDUCATION (WEI), 32. , 2024, Brasília/DF.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2024
.
p. 239-250.
ISSN 2595-6175.
DOI: https://doi.org/10.5753/wei.2024.2720.
