Teaching Computer Science to Students with Asperger’s Syndrome

As more young people enter higher education, there will be an increasing number of students with physical and mental disabilities. Hidden disabilities like dyslexia, Attention Deficit (Hyperactive) Disorders, (ADD and ADHD), Asperger’s Syndrome (AS), and various degrees of reading and learning difficulties can be hard to spot, and university and college teachers are not trained to handle these students. Empirical studies show that there is an overrepresentation of people with Asperger’s Syndrome in computer science studies and in the computer industry. There are many programmers with autistic traits, many of whom are autodidacts. The profession attracts Aspergers and others with personality disorders who prefer computers to social settings, and the computer industry would be wise in trying to attract more varied personality types. Aspergers have narrow fields of interest, lack empathy, have difficulties reading other peoples mental states and understanding the needs of others. This causes problems with group tasks, and understanding user needs. The education institutions are being blamed for not being good enough, as they turn out computer professionals with little understanding of user needs. These are serious concerns in an age where focus is on accessible and user-friendly computer systems, user requirements and usability testing and involving users in the development process. This paper presents discussions on Asperger’s Syndrome found in sociological and psychological studies, guidelines for pedagogical methods, as well as personal experience with students with Asperger’s Syndrome. Some pedagogical techniques based on experience are suggested. Most of these techniques can be beneficial for all students and influence the way computer science is taught

Teaching Universal Design : How and Why

Universal design is a product design philosophy that strives to give freedom to all; the freedom of mobility, the freedom to work, to enjoy entertainment, and to use ones’ physical and mental abilities without encountering unnecessary barriers. Software design in higher education should focus not only on technology, but on people, psychology, learning theories, attitudes, empathy, and demography. Students must learn to understand that people differ widely in physical and cognitive ability, and computer literacy. This paper describes a third year bachelor course in Universal design at Oslo University College (OUC) in 2008.The course was student-driven. Student assistants gave assignments and acted as supervisors under the guidance of a professor. Experts were hired as guest lecturers. Project groups of 2-4 students defined design problems, and created solutions using prototyping techniques with active user participation. Testing was performed with personas and real users. Test persons were fellow students, and users from organizations for the deaf, blind and Parkinson’s disease (PD). There were many interesting and innovative project results. One of the projects evolved into a larger research project

Using Visualization and Pedagogical Patterns in Support of Undergraduate Students with Autism Spectrum Disorders

Undergraduate students with autism spectrum disorders (ASD), who are overrepresented on IT degree programs, experience significant and unique challenges that require specific interventions and support mechanisms. Research on university students with ASD shows mixed results; for many, there is a poor outcome. There is therefore a general need for reports on educational practices and insight from professionals who work closely with these students. Practical support (extended deadlines, a quiet working space) is provided according to well-known recommendations for these students, but pedagogical interventions, which are equally important, are often lacking. This paper describes the professional supervision of undergraduate IT students diagnosed with ASD over a period of several years. The diversity of people with ASD makes it necessary to target each student individually, in order to apply effective methods. Some traits are, however, broadly common to this population, and when correctly identified, pedagogical patterns can be applied to successfully address some of the challenges these students face. As an alternative to (often excessive) verbal explanations, we report how modelling techniques can be used to both explain and visualize practical problems related to subjects like programming and databases. The positive outcomes of this approach are confirmed through interviews, observations of the students and academic results

Language and Metamorphosis Supervising Computer Science Students diagnosed with Asperger Syndrome

Many, although not all people with autistic disorders like Asperger Syndrome, (AS), experience social hindrances and learning difficulties, although they have average or above average intelligence. They interpret the spoken and written word literally. Instructors must avoid misunderstandings caused by the use of metaphors, synonyms and homonyms. Teachers must use a clear, consistent and unambiguous language in their instruction. This paper describes an approach to supervising students with Asperger Syndrome. The outlined method is based on the author’s experience with two University College students of computer technology, and one adult male, also with AS. All three remain anonymous, and have given their consent to the information presented in the paper

Teaching Universal Design : How and Why

Universal design is a product design philosophy that strives to give freedom to all; the freedom of mobility, the freedom to work, to enjoy entertainment, and to use ones’ physical and mental abilities without encountering unnecessary barriers. Software design in higher education should focus not only on technology, but on people, psychology, learning theories, attitudes, empathy, and demography. Students must learn to understand that people differ widely in physical and cognitive ability, and computer literacy. This paper describes a third year bachelor course in Universal design at Oslo University College (OUC) in 2008.The course was student-driven. Student assistants gave assignments and acted as supervisors under the guidance of a professor. Experts were hired as guest lecturers. Project groups of 2-4 students defined design problems, and created solutions using prototyping techniques with active user participation. Testing was performed with personas and real users. Test persons were fellow students, and users from organizations for the deaf, blind and Parkinson’s disease (PD). There were many interesting and innovative project results. One of the projects evolved into a larger research project

Language and Metamorphosis Supervising Computer Science Students diagnosed with Asperger Syndrome

Many, although not all people with autistic disorders like Asperger Syndrome, (AS), experience social hindrances and learning difficulties, although they have average or above average intelligence. They interpret the spoken and written word literally. Instructors must avoid misunderstandings caused by the use of metaphors, synonyms and homonyms. Teachers must use a clear, consistent and unambiguous language in their instruction. This paper describes an approach to supervising students with Asperger Syndrome. The outlined method is based on the author’s experience with two University College students of computer technology, and one adult male, also with AS. All three remain anonymous, and have given their consent to the information presented in the paper

Research-Based Educational Support of Undergraduate Students with Autism Spectrum Disorders

The numbers of college and university students with autism spectrum disorders (ASD) are steadily rising, but research on their academic performance reports mixed results. The diversity of the population makes it necessary to target each student individually. This paper describes an ongoing study and experience with pedagogical intervention for ten undergraduate IT students at Oslo Metropolitan University (OsloMet) over several years. The intervention design is based on knowledge of research in the field and evidence-based practices, as well as professional skills. Data about student challenges and needs are collected from informal, open-ended interviews with students, in addition to conversations and observation. The goal is to ensure that the students achieve academical success. Plans are currently being made to develop a formal program that will target all students with autism spectrum disorders at OsloMet

Visualization and Pedagogical Patterns in Support of Undergraduate Students With Autism Spectrum Disorders

Undergraduate students with autism spectrum disorders (ASD), who are overrepresented on IT degree programs, experience significant and unique challenges that require specific interventions and support mechanisms. Research on university students with ASD shows mixed results; for many, there is a poor outcome. There is therefore a general need for reports on educational practices and insight from professionals who work closely with these students. Practical support (extended deadlines, a quiet working space) is provided according to wellknown recommendations for these students, but pedagogical interventions, which are equally important, are often lacking. This paper describes the professional supervision of undergraduate IT students diagnosed with ASD over a period of several years. The diversity of people with ASD makes it necessary to target each student individually, in order to apply effective methods. Some traits are, however, broadly common to this population, and when correctly identified, pedagogical patterns can be applied to successfully address some of the challenges these students face. As an alternative to (often excessive) verbal explanations, we report how modelling techniques can be used to both explain and visualize practical problems related to subjects like programming and databases. The positive outcomes of this approach are confirmed through interviews, observations of the students and academic results