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Elizabeth Foss , Mona Leigh Guha , and Panagis Papadatos efoss@umd.edu 5/22/12

A Case Study of Cooperative Inquiry Techniques in a Classroom of Children with Special Learning Needs. Elizabeth Foss , Mona Leigh Guha , and Panagis Papadatos efoss@umd.edu 5/22/12. What is Cooperative Inquiry?.

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Elizabeth Foss , Mona Leigh Guha , and Panagis Papadatos efoss@umd.edu 5/22/12

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  1. A Case Study of Cooperative Inquiry Techniques in a Classroom of Children with Special Learning Needs Elizabeth Foss, Mona Leigh Guha, and PanagisPapadatos efoss@umd.edu 5/22/12

  2. What is Cooperative Inquiry? Druin, A. (2002). The role of children in the design of new technology. Behavior and Information Technology, 21(1), 1-25.

  3. Why Children with Special Learning Needs? Core belief of Participatory Design…. Expanding Cooperative Inquiry to a broader population

  4. Can Cooperative Inquiry be successfully implemented in a classroom of children with special learning needs?

  5. Maple School Private school for children ages 5-14 (grades K-8) Disorders represented include mild to moderate autism spectrum, learning disabilities, and attention deficits Two teachers and approximately 10 students per class

  6. Project “Design a sports game using technology”

  7. Design Sessions

  8. Design Sessions

  9. Design Sessions Walsh et al., 2009

  10. Design Sessions Guha et al., 2004

  11. Design Sessions Druin, 2002

  12. Design Sessions Orr et al., 1994

  13. Design Sessions Walsh et al., 2009

  14. Design Sessions Bekker et al., 2003

  15. Data Collection Design Artifacts Video and Photos Researcher Journal Interview Transcripts Adult Debriefing Notes Participant-observation Notes

  16. Analysis Qualitative coding of all data collected using grounded theory approach (Strauss and Corbin, 2008)

  17. Findings Cooperative Inquiry techniques were able to be used with a classroom of children with special learning needs with only minor modifications.

  18. Cooperative Inquiry in a Classroom of Children with Special Learning Needs Informal Time High Adult-to-Child Ratio Written and Auditory Directions Plan for High Engagement

  19. Ongoing Work

  20. Acknowledgements Thanks to the students, teachers, and administration at the Maple School for their open-minded assistance with this project. Researchers contributing to the session planning and execution were Greg Walsh, Jason Yip, and Tamara Clegg, and we could not have had successful sessions without their expertise. http://www.heypano.com/thegame/

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