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There has been a limited number of studies in which a computing curriculum is designed and developed for students with Autism Spectrum Disorders (ASD), and there has been no study to test the effectiveness of an accessible computing curriculum for students with ASD. Therefore, the objectives of this study are 1) to implement an accessible computing curriculum at an inner-city school for seventh-grade students with ASD, and 2) evaluate the effectiveness of the accessible curriculum in improving students with ASDs’ learning of computational thinking concepts (CTCs) (sequences, loops, parallelism, conditionals, operators, and data) and their development of fluency in computational thinking practices (CTPs) (experimenting, iterating, testing, debugging, reusing and remixing, abstracting, and modularizing) by comparing two groups of twenty-two students; one group taught utilizing the adjusted curriculum and the other utilizing the original curriculum. Students' CTCs were measured by analyzing both groups' pretest and posttest scores, and their CTPs were measured by their artifact-based interview scores. 

CT as an essential 21st-century skill and knowledge will be instrumental to new discovery and innovation in all fields of endeavor, and therefore, computing should be taught to all students alongside reading, writing, and arithmetic. However, no computing curriculum has been designed and developed for students with Autism Spectrum Disorders. The objective of this study is to identify and report adaptations and accommodations needed to make an existing computational thinking (CT) curriculum accessible to students with ASD. This objective is accomplished by analyzing sixth-grade students’ characteristics at a school for students with ASD and developing the adaptations and accommodations. The data analyzed and reported for this study consists of systematic documentation of the adaptations and accommodations, including learning objectives, instructional design, information presentation, assessments, feedback, and learning environment.