Equity and Inclusion through UDL in K-6 Computer Science Education: Perspectives of Teachers and Instructional Coaches

Abstract

Through a mixed-methods approach that utilized teacher surveys and a focus group with computer science (CS) instructional coaches, this study examined elementary teachers’ confidence in meeting the needs of students with disabilities, the extent to which the teachers could use the Universal Design for Learning (UDL) framework in CS education, and the strategies that their CS instructional coaches used with them to help meet the needs of all learners, including those with disabilities. Findings from a Wilcoxon signed-rank test and a general linear regression of the teacher surveys revealed that teachers’ confidence in teaching CS and in meeting the needs of students with disabilities increased over the five month coaching study, but their understanding of UDL remained low throughout the study. A qualitative thematic analysis of open-response survey questions revealed that the teachers could identify instructional strategies that support the inclusion of students with disabilities in CS instruction. These strategies aligned with high leverage practices (HLPs) and included modeling, the use of explicit instruction, and opportunities for repeated instruction. When asked to identify UDL approaches, however, they had more difficulty. The focus group with coaches revealed that the coaches’ primary aim related broadly to equity and specifically to access to and the quality of CS instruction. However, although they introduced UDL-based strategies, they struggled to systematically incorporate UDL into coaching activities and did not explicitly label these strategies as part of the UDL framework on a consistent basis. This finding explains, to a large extent, the teachers’ limited understanding of UDL in the context of CS education.