Autism: Implications for Inclusive Education with respect to Software Engineering

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Abstract

Within Computer science and Software engineering, the prevalenceof students with a diagnosis of autism spectrum disorder is relativelyhigh. Ideally, education should be inclusive, with which we meanthat education must be given in such a way that additional supportis needed as little as possible.In this paper, we present an overview on what is known aboutthe cognitive style of autistic individuals and compare that cognitivethinking style with computational thinking, thinking as an engineer,and with academic thinking. We illustrate the cognitive style ofautistic students with anecdotes from our students.From the comparison, we derive a set of guidelines for inclusiveeducation, and we present ideas for future work.
Original languageEnglish
Title of host publicationCSERC '19
Subtitle of host publicationProceedings of the 8th Computer Science Education Research Conference
EditorsEbrahim Rahimi, Dave Stikkolorum
Place of PublicationNew York, NY
PublisherAssociation for Computing Machinery (ACM)
Pages15-25
Number of pages11
Edition1
ISBN (Electronic)978-1-4503-7717-1
DOIs
Publication statusPublished - Nov 2019
Event8th Computer Science Education Research Conference (CSERC'19) - University of Cyprus, Larnaca, Cyprus
Duration: 18 Nov 201920 Nov 2019
Conference number: 8

Conference

Conference8th Computer Science Education Research Conference (CSERC'19)
Abbreviated titleCSERC
CountryCyprus
CityLarnaca
Period18/11/1920/11/19

Keywords

  • Autism
  • Inclusive Education
  • Cognitive thinking style
  • Thinking style
  • Autism spectrum disorder

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    Stuurman, S., Passier, H. J. M., Geven, F., & Barendsen, E. (2019). Autism: Implications for Inclusive Education with respect to Software Engineering. In E. Rahimi, & D. Stikkolorum (Eds.), CSERC '19: Proceedings of the 8th Computer Science Education Research Conference (1 ed., pp. 15-25). Association for Computing Machinery (ACM). https://doi.org/10.1145/3375258.3375261