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SIGCSE 2008, Portland, OR, USA
March 15, 2008
Course Experiences of Computing Students with
Disabilities: Four Case Studies
Katherine DeibelComputer Science and
EngineeringUniversity of Washington,
Seattle
March 15, 2008SIGCSE 2008, Portland, OR, USA 2
Inclusive Education
−Preemptively build accommodations into one’s educational practices [Loreman, 2005]−Minimizes accommodation requests−Proactive instead of reactive
−Focus on all forms of disabilities−Involves good pedagogical practices:
−Reflective learning, collaborative learning, attention to different learning styles, etc.
March 15, 2008SIGCSE 2008, Portland, OR, USA 3
What about Computing Education?
What is the state of our current inclusive practices?
March 15, 2008SIGCSE 2008, Portland, OR, USA 4
Outline
−Introduction−Methodology−Participants−Themes−Discussion−Conclusion
March 15, 2008SIGCSE 2008, Portland, OR, USA 5
Previous Work
Studying Our Inclusive Practices:Course Experiences of Students with
Disabilities−Presented at ITiCSE 2007−Describes challenges of conducting disability
research−Suggests appropriate protocols and methodologies
March 15, 2008SIGCSE 2008, Portland, OR, USA 6
Illustrative Case Study
−In-depth investigation of a phenomenon
−Looks at only a few instances−Findings are:
−To enhance current knowledge−To support or challenge theories−To stimulate conversation
−Case studies are NOT to be generalized
Semi-Structured Interviews
Grounded Theory Analysis
Illustrative Case Study
March 15, 2008SIGCSE 2008, Portland, OR, USA 7
Participants
−4 students interviewed−Two interviews per participant
−Mid-quarter−End of term
March 15, 2008SIGCSE 2008, Portland, OR, USA 8
Student Profile: Alan
−26 year old male junior (commuter)−Developmental disability affecting
memory and reading/writing ability−Enrolled in computer animation−Art major−Registered with disability services
−Books-on-tape−Note takers
March 15, 2008SIGCSE 2008, Portland, OR, USA 9
Student Profile: Seth
−18 year old male freshman−Deaf in left ear−Enrolled in CS1−Interested in computer engineering−Plays saxophone in a jazz band−Used a hearing aid as a child−Chooses not to use a hearing aid now−Talked with disability services but
ineligible for accommodations
March 15, 2008SIGCSE 2008, Portland, OR, USA 10
Student Profile: Pam
−19 year old female freshman−General anxiety disorder−Enrolled in CS2−Interested in CS or EE−Recent diagnosis of anxiety disorder
and panic attacks−Discloses only to family and close
friends−Only beginning to view anxiety as a
disability−Not registered with disability services
March 15, 2008SIGCSE 2008, Portland, OR, USA 11
Student Profile: Dave
−19 year old male freshman−Obsessive-compulsive disorder,
anxiety, and low-level depression−Enrolled in CS1 (out of curiosity)−Psychology / Pre-Med major −Father called up for deployment to
Iraq−Completed only 1 of 2 interviews−Applied for a hardship course
withdrawal
March 15, 2008SIGCSE 2008, Portland, OR, USA 12
Identified Themes
−Self-Advocacy−Family Support−Friend Support−Personal Definitions of Disability−Attention to Different Learning Styles−Access to Course Artifacts and Materials−Frustration with Collaboration Policies−Podcasting
March 15, 2008SIGCSE 2008, Portland, OR, USA 13
Identified Themes (in paper)
−Self-Advocacy*−Family Support−Friend Support−Personal Definitions of Disability−Attention to Different Learning Styles*−Access to Course Artifacts and Materials*−Frustration with Collaboration Policies−Podcasting*
March 15, 2008SIGCSE 2008, Portland, OR, USA 14
Identified Themes (in talk)
−Self-Advocacy*−Family Support−Friend Support−Personal Definitions of Disability−Attention to Different Learning Styles*−Access to Course Artifacts and Materials*−Frustration with Collaboration Policies−Podcasting*
March 15, 2008SIGCSE 2008, Portland, OR, USA 15
Self-Advocacy
−Taking personal responsibility for managing one’s disability (for better or worse)
March 15, 2008SIGCSE 2008, Portland, OR, USA 16
Self-Advocacy
−Taking personal responsibility for managing one’s disability (for better or worse)
Seth
−Chooses not to use a hearing aid
−Usually chooses seating positions that favor his good ear
−Sometimes sits by friends instead
−Contacts instructors before start of every term about accommodations
Alan
March 15, 2008SIGCSE 2008, Portland, OR, USA 17
Self-Advocacy
−Taking personal responsibility for managing one’s disability (for better or worse)
Would you ask an instructor or TA for help regarding your anxiety?
“Because of the person I am, I probably would not tell them and try to deal with the problem myself... I’d just think I’d be kind of embarrassed and feel like I was just complaining...”
Pam
Q:
March 15, 2008SIGCSE 2008, Portland, OR, USA 18
Self-Advocacy
−Taking personal responsibility for managing one’s disability (for better or worse)
−Takeaway:−Students with disabilities decide when and
if to ask for assistance−Inclusive practices offer a way to provide
assistance without the need for requests
March 15, 2008SIGCSE 2008, Portland, OR, USA 19
Access to Course Artifacts and Materials
−Many of the course materials in CS1 and CS2 available on the course website
March 15, 2008SIGCSE 2008, Portland, OR, USA 20
Access to Course Artifacts and Materials
−Many of the course materials in CS1 and CS2 available on the course website
Seth
Pam
Dave
−Reduces anxiety about getting lost or missing a lecture for both Dave and Pam
−Fallback in case he mishears or misses something in lecture
March 15, 2008SIGCSE 2008, Portland, OR, USA 21
Access to Course Artifacts and Materials
−Many of the course materials in CS1 and CS2 available on the course website
−Even minor breakdowns in access lead to problems
March 15, 2008SIGCSE 2008, Portland, OR, USA 22
Access to Course Artifacts and Materials
−Many of the course materials in CS1 and CS2 available on the course website
−Even minor breakdowns in access lead to problems
Pam
−CS1 and CS2 use a password protected online textbook
−Pam used CS1 text to prepare for exams and assignments
−CS2 TA forgot to give out password−Increased Pam’s anxiety over CS2
exams and assignments
March 15, 2008SIGCSE 2008, Portland, OR, USA 23
Access to Course Artifacts and Materials
−Many of the course materials in CS1 and CS2 available on the course website
−Even minor breakdowns in access lead to problems−Animation course lectures were
mainly software tutorials −Difficult for Alan to take notes−A set of tutorials on DVDs were
available but only during TA lab hours
−Availability further limited by Alan being a commuter student
Alan
March 15, 2008SIGCSE 2008, Portland, OR, USA 24
Access to Course Artifacts and Materials
−Many of the course materials in CS1 and CS2 available on the course website
−Even minor breakdowns in access lead to problems
−Takeaway:−More reasons to have course repositories−Simple breakdowns can be noticeably
damaging to students with disabilities
March 15, 2008SIGCSE 2008, Portland, OR, USA 25
Podcasting
−UW Podcasting Initiative−Automatic audio recording and online
posting of lectures for some courses−Motivated primarily to be cutting-edge−Not considered [originally] as a disability
support−Usage and performance being studied and
evaluated
March 15, 2008SIGCSE 2008, Portland, OR, USA 26
Podcasting
−None of the computing courses used podcasting
−Students’ other courses have used podcasting
March 15, 2008SIGCSE 2008, Portland, OR, USA 27
Podcasting
−None of the computing courses used podcasting
−Students’ other courses have used podcasting−Lessens stress of note taking
Alan
Seth
−Fallback in case he mishears or misses something in lecture
March 15, 2008SIGCSE 2008, Portland, OR, USA 28
Podcasting
−None of the computing courses used podcasting
−Students’ other courses have used podcasting
“I’ve never done that because I’ve never had this much trouble with a class before but I definitely would with computer science if that were an option... It would be so much nicer to have a podcast.”
Dave
When asked if he has ever listened to podcast lectures in his other courses
March 15, 2008SIGCSE 2008, Portland, OR, USA 29
Podcasting
−None of the computing courses used podcasting
−Students’ other courses have used podcasting
−Takeaway:−Podcasting has potential as a disability
accommodation−Educational technology initiatives can have
unexpected benefits towards inclusion
March 15, 2008SIGCSE 2008, Portland, OR, USA 30
Themes Redux
−Self-Advocacy−Access to Courses Artifacts and Materials
−Breakdowns−Podcasting
March 15, 2008SIGCSE 2008, Portland, OR, USA 31
Potential Criticisms of Cases
−Not blind, deaf, mobility-impaired, etc.−3 of 4 students not registered with disability
services−2 of 4 students do not view themselves as
having a disability
March 15, 2008SIGCSE 2008, Portland, OR, USA 32
Potential Criticisms of Cases
−Not blind, deaf, mobility-impaired, etc.
Learning 55%
Mental/Emotional 10%
Health 6%Other 5%
Mobility 12%
Speech 1%
Visual 5%
Hearing 6%
Disabilities at U.S. Colleges & Universities (NCES Report 1999-046)
Disabilities of Students Registered with Disability Services at 4-year U.S.
Universities
March 15, 2008SIGCSE 2008, Portland, OR, USA 33
Potential Criticisms of Cases
−Not blind, deaf, mobility-impaired, etc.
Alan
Seth
Pam
Dave
March 15, 2008SIGCSE 2008, Portland, OR, USA 34
Potential Criticisms of Cases
−Not blind, deaf, mobility-impaired, etc.−3 of 4 students not registered with disability
services−2 of 4 students do not view themselves as
having a disability
March 15, 2008SIGCSE 2008, Portland, OR, USA 35
Potential Criticisms of Cases
−Not blind, deaf, mobility-impaired, etc.−3 of 4 students not registered with disability
services−2 of 4 students do not view themselves as
having a disability−All cases meet academic definition of disability−All cases involve invisible disabilities
−Option of avoiding the stigma of disability [Cory, 2005]−Students with invisible disabilities tend to delay
requesting accommodations [Cory, 2005]
March 15, 2008SIGCSE 2008, Portland, OR, USA 36
Potential Criticisms of Cases
−Not blind, deaf, mobility-impaired, etc.−3 of 4 students not registered with disability
services−2 of 4 students do not view themselves as
having a disability
March 15, 2008SIGCSE 2008, Portland, OR, USA 37
Findings and Takeaways
−Cases align with current knowledge about university students with disabilities
−There are students who do not register with disability services in computing courses−Disabilities still lead to problems and difficulties−Inclusive pedagogies reaches all students
regardless
−No findings specific to computing education−Possibility still of field-specific barriers to inclusion−Inclusive education practices are readily applicable
March 15, 2008SIGCSE 2008, Portland, OR, USA 38
Conclusions
−Illustrative cases provide vivid insights into experiences of students with disabilities
−Themes and takeaways suggest directions for further research into making computing education accessible to all students
March 15, 2008SIGCSE 2008, Portland, OR, USA 39
Acknowledgements
Special thanks goes to…−The participants−Sheryl Burgstahler and Rebecca Cory, DO-IT−The SIGCSE reviewers
Questions..?
March 15, 2008SIGCSE 2008, Portland, OR, USA 41
Inclusive Education (cont.)
−Implemented and studied with success at many schools [Clough & Corbett, 2000].
−Numerous inclusion guides exist:−K-12: Loreman et al., 2005.−College: Burgstahler, 2005; Strange, 2000.
−Involves good pedagogical practices:−Reflective learning, collaborative learning,
attention to different learning styles, etc.
March 15, 2008SIGCSE 2008, Portland, OR, USA 42
Methodology
−One-on-one interviews:−60 minutes−Students with disabilities in
their first or second computing course
−Participants interviewed twice
−Analysis−Simultaneous with data
collection−Themes emerge from data
Semi-Structured Interviews
Grounded Theory Analysis
Illustrative Case Study
March 15, 2008SIGCSE 2008, Portland, OR, USA 43
Semi-Structured Interviews
−One-on-one interviews−Prepared questions only a
guide −Subject drives conversation−Two interviews conducted
(middle and end of term)
Semi-Structured Interviews
Grounded Theory Analysis
Illustrative Case Study
March 15, 2008SIGCSE 2008, Portland, OR, USA 44
Grounded Theory Analysis
−Inductively develop themes from data
−Occurs throughout the data collection process−Themes evolve as more data is
considered−Explore and challenge themes
with new data
Semi-Structured Interviews
Grounded Theory Analysis
Illustrative Case Study
March 15, 2008SIGCSE 2008, Portland, OR, USA 45
Semi-Structured Interviews
−How does your instructor run the course? What do you like? Not like?
−How does your disability affect your education?
−Assuming that your instructor(s) knew about your disability, how would you want them to respond to you as a student?
Semi-Structured Interviews
Grounded Theory Analysis
Illustrative Case Study
March 15, 2008SIGCSE 2008, Portland, OR, USA 46
Summary of Students
AlanAnimation courseArtDevelopmental disabilityUses disability services
PamCS2Intended CS or EE majorGeneral anxiety disorder
SethCS1Intended CS majorDeaf in one ear
DaveCS1PsychologyOCD, depression, anxiety
March 15, 2008SIGCSE 2008, Portland, OR, USA 47
Self-Advocacy
−Taking personal responsibility for managing one’s disability (for better or worse)
−Failure in self-advocacy leads to embarrassment
“Generally, I try to keep my parents out of my business being that I’m a junior in college, but at this point my mom did get involved because she saw how frustrated and angry I was.”
Alan
Describing the aftermath of failing to receive the animation textbook on tape in time.
March 15, 2008SIGCSE 2008, Portland, OR, USA 48
Attention to Different Learning Styles
−The students readily identify what teaching styles work or do not work for them
Seth
−Prefers when instructors write and say aloud what they are doing
−Helps bypass his hearing problems
Alan
−Software tutorials in class difficult to take notes about
−Recognizes usefulness to others
March 15, 2008SIGCSE 2008, Portland, OR, USA 49
Attention to Different Learning Styles
−The students readily identify what teaching styles work or do not work for them
Alan
−Software tutorials in class difficult to take notes about
−Recognizes usefulness to others
March 15, 2008SIGCSE 2008, Portland, OR, USA 50
Attention to Different Learning Styles
−The students readily identify what teaching styles work or do not work for them
Seth
−Prefers when instructors write and say aloud what they are doing
−Helps bypass his hearing problems
Alan
−Software tutorials in class difficult to take notes about
−Recognizes usefulness to others
March 15, 2008SIGCSE 2008, Portland, OR, USA 51
Attention to Different Learning Styles
−The students readily identify what teaching styles work or do not work for them
−Views in-class problems as productive
−OCD can lead to him obsessing over why a solution does not work
−Uses provided slides to look ahead and understand the solution
−Thus avoids being distracted
Dave
March 15, 2008SIGCSE 2008, Portland, OR, USA 52
Attention to Different Learning Styles
−The students readily identify what teaching styles work or do not work for them
−Takeaway:−Teaching with multiple learning styles in
mind helps make the classroom inclusive−Polling the students about their preferred
learning styles could be fruitful
March 15, 2008SIGCSE 2008, Portland, OR, USA 53
Podcasting
−None of the computing courses used podcasting
−Students’ other courses have used podcasting−Provided note takers do not capture all the material in a lecture
−Podcasts helpful for filling in gaps−Advantageous for commuter
students
Alan
March 15, 2008SIGCSE 2008, Portland, OR, USA 54
Podcasting
−None of the computing courses used podcasting
−Students’ other courses have used podcasting
Alan
“I actually recently purchased an iPod for podcasts, and I’ve taken lectures with podcasting before and have done really well when it has been podcasted because I have been able to keep up and I can listen to it anywhere… on the bus…"