Although computational thinking (CT) and computer science (CS) skills are important for all students, less attention exists in research and practice for CT and CS and students with disabilities. Researchers conducted a systematic review of the literature following the PRISMA protocol to examine the current state of literature regarding CT and/or CS instruction for students with disabilities; researchers also analyzed the existing literature with regards to quality indicators. Over the last decade (2014-2024), researchers found six articles focused on CT and/or CS and students with disabilities. Of these, two were found to be methodologically-sound based on the quality indicators from the Council for Exceptional Children, both conducted by the same research team and focused on block-based coding of robots. Overall, the researchers concluded the systematic review highlighted the lack of attention to CT and CS for students with disabilities and the need for both more research as well as high-quality research that adheres to quality indicators for the research design implemented.
Bouck et al. (Fri,) studied this question.
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