Literature Review of Teaching Programming Education to Students with Intellectual Disabilities

抄録

This study aimed to summarize the teaching of programming education for children with intellectual disabilities since 2017 and clarify its trends and effects. From the analysis of programming education practices in Special Needs Schools for intellectual disabilities, as presented in prior research, it was revealed that programming education began to be gradually implemented in 2018. Currently, it is conducted within Activities to Promote Independence at the elementary department level and in science and mathematics-related subjects at the middle and high school levels. Regarding the teaching materials used, out of fourteen cases, ICT devices were utilized in ten cases, while unplugged methods were used in four cases. The main educational effects observed were improvements in computational thinking skills, the promotion of collaborative learning through enhanced interpersonal relationships and communication abilities, increased trial-and-error capabilities among learners, and heightened awareness of learning. Looking ahead, it is considered necessary to accumulate further programming education practices in the field of intellectual disability education. In line with the trend toward subject-based education for individuals with intellectual disabilities, efforts must be made to explore the implementation of programming education not only in Activities to Promote Independence and science/mathematics-related subjects but also across a variety of other subjects.