Abstract
The experiences of children learning through multimodal production and interactive computer programming have been well documented and include accounts of youth from diverse ethnic, cultural, linguistic, and socioeconomic backgrounds. However, little attention has been paid to the role of creative technology use by children with cognitive disabilities, focusing instead on either assistive devices or computer-assisted tutorials. This study examines how “Brandy,” a nine-year-old girl with cognitive disabilities and little reading or writing ability, made use of new technologies for creative and artistic purposes as she produced new media in an after school community technology center. Over a two-and-a-half-year period using the Scratch programming language and software, Brandy transitioned from being a marginalized member of the community to becoming a skilled and esteemed multimedia artist and mentor. As she engaged in creative media production, Brandy's metalinguistic awareness gradually developed, helping...
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