Universal Design for Learning and Computational Thinking for Multilingual Students
Abstract
This study addresses barriers to inclusion for students designated as English learners (Els) in computer science, focusing on the use of Universal Design for Learning (UDL) strategies in an elementary computational thinking (CT) curriculum designed for Latine multilingual students. Data from five classrooms, including observations, field notes, pre-and-post-CT tests, and student artifacts, were analyzed. Teachers used various UDL strategies to teach CT, and their frequency correlated with higher CT scores. This research identifies numerous UDL strategies tailored for multilingual students and integrates them into existing pedagogical frameworks. In conclusion, this study highlights the significance of UDL strategies to enhance CT education inclusivity and effectiveness for diverse student populations.
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