Curriculum For Students Research Articles

Student and caregiver acceptability of a school-based intervention to improve sugar-sweetened beverage behaviors: a mixed methods study.

Kids SIPsmartER is a 6-month behavioral and health literacy intervention effective at reducing sugar-sweetened beverage (SSB) intake among middle school students and their caregivers in the rural Appalachian region. This exploratory mixed methods study utilized a convergent parallel design to assess participant acceptability of a school-based curriculum for students and a text messaging program for caregivers. Acceptability was assessed using surveys (873 students and 453 caregivers), five focus groups (34 students) and telephone interviews (22 caregivers). Quantitative data were analyzed descriptively, and qualitative data were content coded. On a 5-point scale, average quantitative survey acceptability ratings ranged from 2.7 to 3.3 among three student-rated questions and 4.1 to 4.2 among four caregiver-rated questions. Qualitative focus group findings suggested that students preferred curricular activities that were hands-on and involved social interaction, while caregiver interview results showed high acceptability of the text messaging program's design, including usability, content messages and personalization. Students and caregivers reported similar program benefits: increased knowledge of SSBs and health risks, increased awareness of SSB behaviors and support to make beverage behavior changes. Results from this study can be used to understand Kids SIPsmartER's effectiveness data, communicate the intervention's acceptability with stakeholders and plan for future implementation studies.

Epilepsy Web, a tool for learning content related to epilepsy in pediatrics

Introduction: epilepsy is a recurrent neurological disease that is part of the curriculum of Medical Sciences students in Pediatrics. It appears as a complex module even for professionals.Objective: to create a website on epilepsy in Pediatrics as a reference tool that compiles in a didactic way contents according to the syllabus of the Medicine course.Method: a development study was carried out at the University of Medical Sciences of Granma, from February 2023 to July 2023. For the evaluation of the elaborated web page, users’ criteria were taken into account through a survey. The data were processed in a computerized way using descriptive statistics.Results: the acceptance of the product by users and computer experts was high, rating it 98.9 %, 100 % and 90 % as very adequate.Conclusions: a web site on epilepsy in Pediatrics was created, which from the didactic requirements constitutes a useful tool for the medical student

Creating a more equitable future: development, implementation, and evaluation of a novel surgical disparities curriculum for medical students

PurposeThe AAMC has expanded its focus on healthcare disparities training during undergraduate medical education (UME). Currently, no standardized published curriculum dedicated to surgical disparity training exists. Therefore, our purpose was to develop, implement, and evaluate a novel Surgical Disparities Curriculum to equip medical students to recognize peri-operative disparities.MethodsThe Surgical Disparities Curriculum was developed based on the Surgical Disparity Framework created by the NIH-American College of Surgeons Summit on Health Disparity using Kern’s Model of Curriculum Development. The curriculum includes four components which are illustrated in Fig. 1: (1) a pre-session review of a journal article and multimedia adjunct highlighting one category within the framework, (2) a didactic session highlighting key elements of the state of surgical disparities and teaching the NIH-ACS framework, (3) a review of a clinical vignette and articles highlighting a framework factor, and (4) a discussion session applying all elements of the framework to disparities identified in pre-session materials, clinical vignette, and personal clinical experiences. The curriculum was administered at a single large academic institution to 223 third-year medical students. Curriculum evaluation was performed using Kirkpatrick’s Model of Training Evaluation and included post-participation surveys to evaluate participant reaction to the curriculum as well as pre- and post-course assessments to evaluate learning. Results were pooled and a Fisher’s exact test or independent samples t test was used for relevant analysis with p < 0.05 considered significant. Thematic analysis, using common word groupings, was also performed on post-survey comments.Fig. 1Outline of novel Surgical Disparities Curriculum for Medical Students. Pre-session preparation includes a survey and a guided reading with a relevant journal article and a multimedia adjunct. Next is a didactic session that introduces a Surgical Disparities Framework established by the ACS in 2016 and gives students a background in the language of discussing disparities. Next is a clinical vignette that highlights a framework factor and several disparities of interest. This is followed by a guided discussion on the pre-session materials, the didactic component, and the clinical vignette within the framework accompanied by a discussion on how to apply the framework and identify and prevent disparities. This was followed by a post-session surveyResultsParticipants stated they had prior dedicated training in recognizing health disparities integrated throughout the UME curriculum during pre-clinical (83%) and clinical (89%) experiences. Only 31% of students agreed surgical disparities had been discussed during their rotation prior to curriculum implementation. After curriculum participation, 90% of students endorsed an improved understanding of surgical disparities in healthcare and there was a 20% improvement in self-reported identification of peri-operative disparities from 68 to 88% (20% [CI 12–28%], p < 0.0001). Participation in the curriculum also resulted in knowledge acquisition with students scoring better (78% v 59% at baseline; p < 0.0001) on post-participation assessment.ConclusionThe Surgical Disparities Curriculum provides a novel solution for bridging the gap in training medical students to recognize disparities in the care of surgical patients. Future work will be done to assess long-term retention and behavioral changes because of our intervention. In addition, we will be working on the translatability of our curriculum to other institutions with the goal of training clerkship students across the country to better recognize surgical disparities.

Cultivating compassion in medicine: a toolkit for medical students to improve self-kindness and enhance clinical care

BackgroundCompassionate care lies at the foundation of good patient care and is a quality that patients and providers continue to value in the fast-paced setting of contemporary medicine. Compassion is often discussed superficially in medical school curricula, but the practical aspect of learning this skill is often not taught using a formal framework. In the present work, the authors present an 8-session curriculum with a mindfulness-based approach to compassion that addresses this need. It is hypothesized that students in this curriculum will improve in their levels of compassion based on validated scales.MethodsThe curriculum was delivered to fourth-year medical students at Renaissance School of Medicine at Stony Brook University who had just completed their clerkship year. It was developed as a customizable set of modules that could be delivered in various ways. The students were taught with evidence-based cognitive exercises followed by group discussions and written reflections based on compassion-focused thematic questions. All students completed a pre- and post-Self-Compassion Scale, Compassion Scale, and Toronto Mindfulness Scale. Students in this course were compared with students in different courses about non-clinical topics delivered at the same time. Wilcoxon Signed Rank tests and Mann Whitney U tests were used to assess potential associations between pre- and post-survey responses for the validated scales and subscales.Results17 fourth-year medical students completed pre- and post-course tests, 11 participated in the compassion curriculum while 6 participated from the other courses. Before any of the courses began, all students performed similarly on the pre-test across all scales. The students in the compassion curriculum demonstrated a significant increase in their total Self-Compassion score by 8.7 [95% CI 4.3 to 13.2] points (p = 0.008), total Compassion score by 6.0 [95% CI 1.4 to 10.6] points (p = 0.012), and the curiosity component of the Toronto Mindfulness Scale by 4.4 [95% CI 1.0 to 7.7] points (p = 0.012). There was no statistically significant difference between pre- and post-tests among the non-compassion curriculum students in the aforementioned scales (p = 0.461, p = 0.144, p = 0.785, respectively).ConclusionsOur results indicate that the students in our course developed an enhanced ability to engage in self-compassion, to understand the shared human experience, and to be motivated to act to alleviate suffering. Regardless of a program’s existing compassion education, this customizable model allows for easy integration into a medical student’s crowded curriculum. Furthermore, although teaching compassion early and often in a clinician’s training is desirable, our study that targeted fourth-year medical students suggests an additional benefit of rekindling the loss of compassion well described in a medical student’s clinical years.

INFLUENCE OF VOCABULARY MASTERY AND READING STRATEGY ON STUDENTS’ READING ABILITY

The research conducted at 4th semester aimed to investigate the influence of vocabulary mastery and reading strategy on students’ reading ability. Ex Post Facto study was implemented, and a simple random sampling technique was used which sample consisted of 3 classes. Data collection was achieved through questionnaires and tests, ensuring instrument validity and reliability. Product Moment Correlation and Multiple Regression were used in data analysis. The results showed that there is significant influence of vocabulary mastery on reading ability with 34,26% of the effective contribution, a significant influence of reading strategy on reading ability with 7,96 of the effective contribution, and a substantial influence on vocabulary mastery and reading strategy combined on the reading ability with 42.3% of the total effective contribution. These findings highlight the importance of vocabulary mastery and reading strategy in improving students' reading ability. When constructing teaching materials and ways to improve students' reading ability, lecturers and curriculum designers should keep these variables in mind. It is suggested for future researchers to explore more advanced methodologies and treatments to improve vocabulary and reading knowledge, perhaps leading to even greater improvements in students' reading ability. Additionally, further research can still provide insights for educators and students.

Perceptions of students and faculty on NCAAA-accredited health informatics programs in Saudi Arabia: an evaluative study

BackgroundAs the healthcare sector becomes increasingly reliant on technology, it is crucial for universities to offer bachelor’s degrees in health informatics (HI). HI professionals bridge the gap between IT and healthcare, ensuring that technology complements patient care and clinical workflows; they promote enhanced patient outcomes, support clinical research, and uphold data security and privacy standards. This study aims to evaluate accredited HI academic programs in Saudi Arabia.MethodsThis study employed a quantitative, descriptive, cross-sectional design utilising a self-reported electronic questionnaire consisting of predetermined items and response alternatives. Probability-stratified random sampling was also performed.ResultThe responses rates were 39% (n = 241) for students and 62% (n = 53) for faculty members. While the participants expressed different opinions regarding the eight variables being examined, the faculty members and students generally exhibited a strong level of consensus on many variables. A notable association was observed between facilities and various other characteristics, including student engagement, research activities, admission processes, and curriculum. Similarly, a notable correlation exists between student engagement and the curriculum in connection to research, attrition, the function of faculty members, and academic outcomes.ConclusionWhile faculty members and students hold similar views about the institution and its offerings, certain areas of divergence highlight the distinct perspectives and priorities of each group. The perception disparity between students and faculty in areas such as admission, faculty roles, and internships sheds light on areas of improvement and alignment for universities.

Начертательная геометрия сегодня: проблемы и перспективы

Against the background of constant reduction of the time allocated for contact work with students in curricula, there are discussions on the necessity of teaching some disciplines in universities, and their list is constantly changing. In the current case, the current round of discussion is connected with the signing of the decree on the reform by the President of Russia V.V. Putin. Putin signed a decree on the reform of higher education. Now it is a pilot project, which will be tested in several universities for three years. It is about the transition of engineering training from bachelor's degree to specialization. The reform will require considerable efforts to develop new curricula, adjust the list of academic disciplines included in them. Simultaneously with the inclusion of modern disciplines into this list, the process of excluding obsolete and irrelevant disciplines is underway.&#x0D; &#x0D; According to the experience of the past years, disciplines of the general engineering cycle are constantly subjected to "reforms". In the case of technical specialties, descriptive geometry is a permanent outsider [8, 28]. The developers of the Federal State Educational Standards of Higher Education (FSES HE), who announced a competency-based approach to the learning process and assessment of knowledge of university graduates, probably also hold the opinion that descriptive geometry is a "dying" discipline.&#x0D; &#x0D; The purpose of the authors of the article is an attempt to look at the problem not from the point of view of the age of descriptive geometry, but only guided by the frequency and efficiency of its methods in engineering practice and modeling of geometric objects of spaces of dimension 2+ and more.&#x0D; &#x0D; The set goal required the solution of several problems. One of them is to clarify the question of what exactly the reformers are trying to do. Is it to remove an academic discipline or a section of mathematics, which is, in fact, descriptive geometry, from the course of engineers' training? It is also necessary to find out for which specialties or directions the descriptive geometry course is superfluous or obsolete.

Challenges and Opportunities in the Implementation of Islamic Religious Education Curriculum in Pesantren- Based Schools

&#x0D; &#x0D; &#x0D; Islamic religious education (IRE) holds significant importance in the curriculum of pesantren-based schools, reflecting the integration of religious teachings with academic subjects. This study explores the challenges and opportunities in implementing the IRE curriculum within the context of pesantren- based educational institutions. Employing qualitative methods, including literature review and library research, this paper examines the multifaceted aspects shaping the implementation of the IRE curriculum. The analysis reveals various challenges encountered, such as curriculum alignment with national educational standards, teacher qualification and training, pedagogical approaches, and resource limitations. Additionally, the study uncovers opportunities present in the integration of technology, community engagement, and partnerships with governmental and non- governmental organizations to enhance the effectiveness of IRE curriculum delivery. By addressing these challenges and leveraging available opportunities, pesantren- based schools can better navigate the complexities of implementing the IRE curriculum and foster holistic Islamic education for students.&#x0D; &#x0D; &#x0D;

Humanising case-based learning

Purpose of the article Medical undergraduates at St George’s, University of London (SGUL) study a weekly clinical case during their clinical science years. Audit of the human stories demonstrated lack of diversity, mono-professionalism, and objectification of some patients. A collaborative partnership with staff, student and patient representation implemented curriculum change, including an inclusive case-writing initiative. We explored whether the reformed written cases supported the development of positive attitudes by sampling perceptions of the cases amongst students. Methods Sixteen semi-structured interviews were conducted (Feb–November 2022) with first year medical students. We applied an interpretative phenomenological analysis approach. Verbatim transcripts were coded and analysed to elucidate themes. Results Four themes were identified: (i) effective learning, (ii) clinical authenticity, (iii) authentic human stories, and (iv) opportunity for rehearsing the role of a doctor. Students perceived the cases as an effective, contextual learning method, with a high degree of clinical authenticity, allowing mentalisation of doctor attitudes and behaviours in relation to patient-centredness, multidisciplinary team working and diversity. Conclusion The results suggest the reformed cases created positive attitudinal change amongst students and supported transition to clinical roles. Memorable human stories had the greatest impact. Dynamic, inclusive, and collaborative case writing initiatives which integrate realism, diversity and multi-professionalism may help to foster positive experiences in students undertaking CBL sessions.

Integration of Disability Awareness Improves Medical Students’ Attitudes Toward People with Disabilities

Persons with disabilities (PWD) often require special accommodations and more comprehensive healthcare yet frequently have encounters with physicians who are unprepared to provide tailored and complete care. A multipronged disability awareness curriculum for second-year medical students was implemented, including content on disability etiquette, patient-centered and interprofessional learning sessions for individuals with physical disabilities and intellectual and developmental disabilities, and a debriefing session with physiatrists. The objective of this study was to utilize a mixed methods approach to evaluate the disability awareness curriculum in undergraduate medical education (UME). Assessment was conducted using course evaluations, pre- and post-surveys including the Attitudes and Perspectives Towards Persons with Disabilities (APPD) scale and Multidimensional Attitudes Scale Toward Persons with Disabilities (MAS), and student focus groups. The mean scores from both the APPD (2.11 ± 0.43 pre-score vs. 1.7 ± 0.39 post-score) and MAS (2.45 ± 0.43 pre-score vs. 2.25 ± 0.55 post-score) indicate the curriculum improved medical students’ attitudes toward PWD (p < 0.05), with lower numbers representing more favorable attitudes. After completing the curriculum, medical students’ attitudes were comparable to those of doctor of physical therapy (DPT) students. Qualitative analysis from focus groups highlighted four major themes: education, comfort level, impact on future practice, and disability differences. This curriculum has potential as a valuable framework for delivering effective disability education to medical students to prepare future physicians to serve PWD and their unique needs. It meets core competencies, provides an opportunity to learn in interprofessional environments, and integrates PWD into the educational process.

The Impact of a Computing Curriculum Accessible to Students with ASD on the Development of Computing Artifacts

There has been no study examining the effectiveness of an accessible computing curriculum for students with autism spectrum disorder (ASD) on their learning of computational thinking concepts (CTCs), flow control, data representation, abstraction, user interactivity, synchronization, parallelism, and logic. This study aims to investigate the effects of an accessible computing curriculum for students with ASD on their learning of CTCs as measured by the scores of 312 computing artifacts developed by two groups of students with ASD. Conducted among 21 seventh-grade students with ASD (10 in the experimental group and 11 in the control), this study involved collecting data on the computing projects of these students over 24 instructional sessions. Group classification was considered the independent variable, and computing project scores were set as the dependent variables. The results showed that the original curriculum was statistically significantly more effective for students in learning logic than the accessible one when all seven CTCs were examined as a single construct. Both curriculums were statistically significantly effective in progressively improving students’ learning of data representation, abstraction, synchronization, parallelism, and all CTCs as a single construct when examining the gradual increase in their computing artifact scores over the 24 sessions. Both curriculums were statistically significantly effective in increasing the scores of synchronization and all CTCs as a single construct when the correlations between CTCs and sessions for individual groups were analyzed. The findings underscore that students with ASD can effectively learn computing skills through accessible or standard curriculums, provided that adjustments are made during delivery.

A competency-bazed approach in the environmental education of the students - future biology teachers

Abstract The contemporary trends of globalization and enhanced international cooperation, as well as the aim at building a knowledge-based society, have put higher education institutions in an ever-increasing public interest. The fast-developing digitalization, the implementation of artificial intelligence and especially the generational characteristics of the learners determine the need for new approaches in teaching and learning tailored to individual needs. One of them is the competence approach, which represents one of the leading pedagogical concepts of the 21st century and is the basis for the formation of ecological competence. Its application in pedagogical practice is a serious challenge for both teachers and students – future Biology teachers. The article analyses on a structural and functional basis the components of environmental competence. A theoretical model for the formation of ecological competence in the discipline “Forms and methods of ecological education and upbringing in Biology education”, included in the curriculum of Master degree students is presented. The model is aimed at updating the vision of the learning process in the relevant discipline, the main part of which is environmental education.

Hidden Curriculum through the Book of Ta’lim Muta’allim for Strengthening Students’ Character at the Integrated Islamic Boarding School Ibnunnafis in Depok

This research analyzes the impact of the Ta’lim Muta’allim book as a hidden curriculum in learning processes at the integrated Islamic boarding school Ibnunnafis in Depok.The Implementation of the Ta’lim Muta’allim book is expected by the Islamic boarding school to enable students of having great characteristics and ethics for themselves and others. In order to analyze this topic, field research was chosen using a qualitative method that combines observation, interviews with teachers, students and alumni, and also collecting data from relevant documents and literatures. The result of this research indicates that the effectiveness of the implementation of the Ta’lim Muta’allim book as a hidden curriculum in students’ daily life at the boarding school significantly contributes to shape a young generation with strong characters and great morality. This contribution was driven by the distinctive materials of Ta’lim Muta’allim book focuses and emphasizes on the importance of everyday morals practiced among the closest people in the boarding school. This practice then has impact on the application of morals among wider community outside the boarding school.

경기도 고교학점제 사례연구

This research aims to examine the case of Galmae High School, a research school for the high school credit system in Gyeonggi Province, to analyze its plans and achievements of implementing the high school credit system introduced by the Ministry of Education. Literature analysis of various policy documents and reports, case reports, and operational plans and reports was conducted to comparatively analyze the directionality and plans of the Ministry of Education and Galmae High School's high school credit system, and to explore the current status and performance of Galmae High School's high school credit system. Results were as follows: Galmae High School's implementation plan in 2022 was in line with those proposed by the Ministry of Education. In addition, the report on the results of their high school credit system operation in 2022 showed that overall, Galmae High School supported students' career exploration and curriculum design, motivated students to learn, and provided a foundation for students to develop knowledge and competencies for career exploration and elective courses. On the other hand, the contents regarding the high school credit system curriculum revision, the details of various course offerings, and the contents related to training for effective operation of the high school credit system and a teacher capacity development system were found to be lacking. Based on the findings of this study, implications are presented for the operational planning and performance reporting of the high school credit system in the study schools.

DEVELOPMENT OF SERIAL IMAGE MEDIA IN THE FORM OF POP-UP E-BOOKS TO IMPROVE THE READING SKILLS OF CLASS I STUDENTS IN THE INDEPENDENT CURRICULUM

Media is a vehicle for transmitting learning information or transmitting messages. The word media comes from Latin, namely medius, which means middle, intermediary, or introduction. Media means an intermediary or messenger from the sender to the message recipient. The broad meaning is activities that can create conditions that enable students to acquire knowledge and attitudes. The aim of this research is to see whether the development of serial image media in the form of pop-up e-books can improve the reading skills of class I students in the independent curriculum. The type of research used in this research is research and development. Research and development (R&amp;D) is a type of research that focuses on products. The results of the research show that serial image media in the form of pop-up e-books is said to be very valid, where the average for validator material is 83% while for media experts it is 85%. Based on the results of the research and discussions that have been carried out, it can be concluded as follows. Pop-up book media that is suitable for reading for grade I elementary school students is a pop-up book that pays attention to aspects of the material that supports the content of the learning material and is in accordance with the characteristics of elementary school students.&#x0D;

BIBLIOMETRIC MAPPING PUBLICATIONS OF SCIENTIFIC WORK OF INFORMATION SYSTEMS LECTURER AT UIN SYARIF HIDAYATULLAH JAKARTA ON GOOGLE SCHOLAR SYSTEMATIC REVIEW USING RESEARCH RABBIT

ABSTRACT&#x0D; In the modern era dominated by technology, understanding academic developments in the Information Systems Department of UIN Syarif Hidayatullah Jakarta through Google Scholar and Research Rabbit is very important. The research focuses on identifying lecturers' research interests, with the aim of developing a more relevant curriculum for students. Literature studies are used to collect and analyze information from various sources. The research results reveal the latest research topics that lecturers publish, becoming the basis for future research and guidelines for curriculum development according to technological developments. The conclusion emphasizes the importance of adapting research to technological developments and a deep understanding of lecturers' interests to maintain the relevance of the curriculum in an ever-changing academic world. This step is key in preparing students to succeed in a rapidly developing environment. In this context, lecturers' understanding and research helps shape a curriculum that is able to face the challenges of modern technology and produce graduates who are ready to face continuous change.&#x0D; Keywords : Bibliometrics, Publications, Scientific Work, Google Scholar, Research Rabbit

Interpreter and limited-English proficiency patient training helps develop medical and physician assistant students’ cross-cultural communication skills

BackgroundThe increasing linguistic and cultural diversity in the United States underscores the necessity of enhancing healthcare professionals' cross-cultural communication skills. This study focuses on incorporating interpreter and limited-English proficiency (LEP) patient training into the medical and physician assistant student curriculum. This aims to improve equitable care provision, addressing the vulnerability of LEP patients to healthcare disparities, including errors and reduced access. Though training is recognized as crucial, opportunities in medical curricula remain limited.MethodsTo bridge this gap, a novel initiative was introduced in a medical school, involving second-year students in clinical sessions with actual LEP patients and interpreters. These sessions featured interpreter input, patient interactions, and feedback from interpreters and clinical preceptors. A survey assessed the perspectives of students, preceptors, and interpreters.ResultsOutcomes revealed positive reception of interpreter and LEP patient integration. Students gained confidence in working with interpreters and valued interpreter feedback. Preceptors recognized the sessions' value in preparing students for future clinical interactions.ConclusionsThis study underscores the importance of involving experienced interpreters in training students for real-world interactions with LEP patients. Early interpreter training enhances students' communication skills and ability to serve linguistically diverse populations. Further exploration could expand languages and interpretation modes and assess long-term effects on students' clinical performance. By effectively training future healthcare professionals to navigate language barriers and cultural diversity, this research contributes to equitable patient care in diverse communities.

Coping Power-Rural: Iterative Adaptation of an Evidence-Based Preventive Intervention for Rural Upper Elementary and Middle Schools

BackgroundEducators in rural schools are uniquely situated to address youth mental health disparities, yet often face challenges in delivering mental health supports. This paper describes the process of adapting the evidence-based Coping Power program, a small group prevention program for youth with aggressive behavior problems, to be a two-tiered (Tier 1 and Tier 2), transdiagnostic intervention to improve fit and feasibility for rural upper elementary and middle schools.MethodIdentified challenges with the Coping Power program for rural areas included program length, substantial staffing and resource requirements, lack of universal programming, low caregiver engagement, and co-occurring problems. Initial adaptations included a classroom and small group format implemented by school staff, teacher consultations integrated into coaching and co-facilitation, and a technology-supported caregiver component. Implementer feedback forms, coaching notes, and individual interviews informed the iterative development and feasibility testing process.ResultsBetween 2019 and 2023, thirteen schools across six rural districts implemented the program. Student curriculum revisions included order and relative emphasis of content, classroom and small group overlap, necessary simplification of concepts, improved contextualization to the rural setting, and the addition of student workbooks. Supports for implementers included fully developed lesson plans and slides, a comprehensive implementation manual, video lesson overviews, action-focused training, and a 3-session coaching model to support implementer preparation and sustain motivation. Teacher and caregiver infographic text “nudges” were improved to promote generalization of concepts across settings.DiscussionBy partnering with school-based implementers, the adapted program holds promise to be more feasible and appealing for rural schools than the original model. This fully developed program is now ready for larger-scale testing in rural schools.

Assessing the Efficacy of an Accessible Computing Curriculum for Students with Autism Spectrum Disorders

There is a limited amount of research dedicated to designing and developing computing curricula specifically tailored for students with autism spectrum disorder (ASD), and thus far, no study has examined the effectiveness of an accessible computing curriculum designed specifically for students with ASD. The goal of this study is to evaluate the effectiveness of an accessible curriculum in improving the learning of computational thinking concepts (CTCs) such as sequences, loops, parallelism, conditionals, operators, and data, as well as the development of proficiency in computational thinking practices (CTPs) including experimenting and iterating, testing and debugging, reusing and remixing, and abstracting and modularizing. The study involved two groups, each comprising twenty-four students. One group received instruction using the accessible curriculum, while the other was taught with the original curriculum. Evaluation of students’ CTCs included the analysis of pretest and posttest scores for both groups, and their CTPs were assessed through artifact-based interview scores. The results indicated improvement in both groups concerning the learning of CTCs, with no significant difference between the two curricula. However, the accessible computing curriculum demonstrated significant enhancements in students’ proficiency in debugging and testing, iterating and experimenting, modularizing and abstracting, as well as remixing and reusing. The findings suggest the effectiveness of accessible computing curricula for students with ASD.

Access to the General Education Curriculum for Students with Extensive Support Needs: Experts’ Perspectives

Despite the repeated documentation of the positive outcomes for students with extensive support needs (ESN) when they are included in general education settings and receive access to state-adopted general education standards, there has been little systemic progress on the inclusion of students with ESN across most states. The purpose of this exploratory survey was to find out how experts in the field of ESN describe the reasons why access to general education curriculum is important, the legal requirements for access to the general education curriculum, the meaning of access and the processes by which education teams can provide access, the ability to address individualized needs within the general education setting, and the barriers and facilitators of access. The findings from our thematic analysis of experts’ responses demonstrated strong agreement that “access to the general education curriculum” meant access to state-adopted general education standards; access to general education settings; and access to curriculum, teachers, and instruction that facilitate meaningful inclusion. In addition, themes related to why access is important generated thoughtful reflections on Individual Education Program (IEP) priorities for students with ESN. Barriers and facilitators are also described, as well as a discussion including suggestions for systemic changes.