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Abstract This experimental paper explores a form of neurodiversity‐affirming qualitative data analysis labelled a polyphony of (analytical) scores and creative methodologies utilised in our research project. Our data examples come from a federally funded research study which co‐designed sensory pedagogies for autistic students interested in computational thinking (CT). Four middle‐school teachers, or teacher fellows (TF), from diverse disciplines were recruited to develop neurodiverse CT mini curriculum and pedagogies for middle‐school students interested in STEM. Teacher fellows worked with the research team to co‐design teaching and learning materials and technology to explore computational thinking. The research team and teacher fellows attended workshops that included creative ensemble activities using digital‐physical musical technologies and CT concepts. Data from these workshops were used to create two polyphonic score compositions as ways to interact with data. A video creation addressed how TFs were impacted during the development and implementation of neurodiverse pedagogies. Quotes and keywords extracted for the video creation reflect how silence and sound collapse and expand in a rhizomatic fashion, indicating how TFs experience messiness, exploration, atypicality and more, which fully represent neurodiversity. The score analysis enabled us to diversify participants' experiences with neurodiverse pedagogies and illustrated the affective dimensions of musical composition as a form of data analysis.
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Teacher’s experiences co-designing neurodiverse pedagogies for computational thinking
The purpose of this research was to study the experiences of middle-school teachers of autistic students during the co-design of neurodiverse pedagogies for computational thinking (CT) within the context of a research practitioner partnership (RPP). This knowledge building partnership was founded on the neurodiversity paradigm and challenges the assumption that individuals with disabilities are exceptions for which accommodations must be made. Neurodiversity, here, is viewed as the natural variation of neurological differences and as such is proposed to be the baseline in every educational setting (Silberman, 2016; Walker, n.d.). When neurodiversity is seen as a baseline for an educational community, the focus is on educating diverse (whole) individuals rather than planning and teaching a standard computational thinking curriculum, while adding accommodations or adaptations to meet the needs of individual students. Our paper presents the results from a critical event analysis using qualitative data collected during the first year of a three-year mixed methods study, which includes teacher workshop mini-interviews and teacher embodied interviews. In this study, we ask: How do teachers experience the co-designing of neurodiverse pedagogies for computational thinking in a research practitioner partnership? And, how do these teachers modify and diversify their teaching practices of CT?
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- Award ID(s):
- 2122924
- PAR ID:
- 10437402
- Date Published:
- Journal Name:
- American Educational Research Association (AERA) Annual Meeting 2023
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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