IJIET 2026 Vol.16(5): 1161-1172
doi: 10.18178/ijiet.2026.16.5.2585
doi: 10.18178/ijiet.2026.16.5.2585
Distance and Inclusive Teaching of School Computer Science: Instructional Practices and Learning Experiences
Gulnaz Salgarayeva and Botakoz Sabit*
Department of Computer Science, Institute of Mathematics, Physics and Digital Technologies, Kazakh National Women’s Teacher Training University, Almaty, Kazakhstan
Email: salgara.g@qyzpu.edu.kz (G.S.); sabit.b@qyzpu.edu.kz (B.S.)
*Corresponding author
Email: salgara.g@qyzpu.edu.kz (G.S.); sabit.b@qyzpu.edu.kz (B.S.)
*Corresponding author
Manuscript received September 17, 2025; revised October 10, 2025; accepted November 19, 2025; published May 12, 2026
Abstract—This study examines the effectiveness of teaching Computer Science (CS) skills to children with Autism Spectrum Disorder (ASD) through distance education within an inclusive education. Twelve students, aged 10–12 years, participated in a twenty-week online platform using Code.org. A single-case descriptive and explanatory approach was used. Data were collected through observation, teacher feedback, and analysis of student task performance. Quantitative results showed that 75% of participants demonstrated measurable improvement in task completion rates, and the average score on programming-related exercises increased by 21% between the first and final sessions. Qualitative findings revealed increased engagement, motivation, and independence in solving algorithmic tasks, although some challenges persisted in sustaining attention and managing sensory overload. The results indicate that children with ASD can successfully participate in CS learning through structured and visually supported distance education. The study adds to current discussions about inclusive digital pedagogy and offers practical guidance for educators designing adaptive online CS instruction for students with ASD.
Keywords—inclusive education, distance learning, computer science, children with special educational needs, autism
Copyright © 2026 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).
Keywords—inclusive education, distance learning, computer science, children with special educational needs, autism
Cite: Gulnaz Salgarayeva and Botakoz Sabit, "Distance and Inclusive Teaching of School Computer Science: Instructional Practices and Learning Experiences," International Journal of Information and Education Technology, vol. 16, no. 5, pp. 1161-1172, 2026.
Copyright © 2026 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).