The RoboSteamSen project (2023-1-ES01-KA220-SCH-000155379) is co-funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA).

Manual to understand the relationship between computational thinking and autism

Typology
Document
Resource description
https://openlab.bmcc.cuny.edu/edu-211-b18l-spring-2024-j-lon...
Sample of use in education with students with IDD
There is a positive relationship between computational thinking and autism. The cognitive characteristics of people with autism, such as their visual focus and ability to identify patterns and details, may facilitate the learning and application of computational thinking.
Difficulties to which it could be applied
Emotional Regulation, Social Communication Challenges
  • Use of nonverbal cues
Executive Functioning and Flexibility, Learning and Cognitive Challenges
  • Organization and planning of tasks and activities
  • Sharing a common focus
Learning Objetives
  • Distinguising Meaningful contents
  • Engage in abstract thinking and Symbolic Though
  • Improving metacognition (learning to learn)