Growing up with a best friend who was autistic, I became deeply involved with the special needs community. At school, I often helped out in our Special Learning Classroom. Despite students’ talents and verbal abilities, all of them were being prepared for careers in labor-intensive industries; there were no STEM opportunities available. This pattern was even more evident among nonverbal students who were relegated to monotonous tasks. They were being confined to a box. I was urged to initiate change when I met Will, a nonverbal peer.

Coding a Keyboard Music Game in our special needs classroom, I noticed Will observing how I was assembling code. It became obvious that Will was not only curious about what I was doing, but interested in learning too. 

With a simple goal in mind of teaching entry-level technology skills to autistic students, I began by making engaging video lessons to send to families. Quickly, my students gained the skills required to log onto a computer, write an email, and use the Internet responsibly to retrieve information. When I realized how fast they could learn these more minor actions and put them together to complete a task, I understood it was not a question of what these students were learning but rather a matter of how the information was presented to them.

I am deeply committed to equipping special needs students with skills applicable in the  Information Technology and Communication (ITC) sector. Preparing these students for success post-high school is just as important as helping a neurotypical student. 

Firstly, the Information Technology and Communication sector is experiencing significant growth, with a projected increase in demand for the workforce by 21% by 2031, according to the Bureau of Labor and Statistics. This presents a valuable opportunity for individuals with learning disabilities to access fulfilling and sustainable career opportunities. However, the current statistics indicate a severe employment gap, with only 19.1% of individuals with intellectual disabilities employed in the US; most are working for minimum wage, labor intensive jobs. 

Moreover, research has shown that individuals with learning disabilities possess deep analytical skills that are highly transferable to careers in Computer Science. 

The impact of addressing this issue goes beyond just the individuals themselves; it benefits the entire community. When individuals with learning disabilities access meaningful employment and career opportunities, their self-esteem, independence, and overall well-being heighten. This, in turn, reduces the burden on social support systems and enhances the quality of life for individuals and their families.

Code For All Minds provides special education teachers and parents with the necessary resources—such as lesson plans and videos—to elevate students with special needs’ access to adaptive STEM material. Each lesson plan has been tested by over 20 special education students over the past 3 years to curate the best strategies and activities. 

These resources are accessible through our website. We cover topics ranging from breaking down coding to the application of algorithms. 

A typical lesson plan consists of a warm up activity that begins planting preliminary seeds needed to understand a concept (i.e. “What are conditionals”?). After follow-up questions that guide discussion, students will watch an animated video that introduces the topic of focus. These videos incorporate visuals and audio and are proven to work for the neurodiverse population. 

The curriculum then outlines visual and unplugged activities that continue to build understanding of that day’s concepts. Students are next directed to an independent application of their learning on well-known coding platforms such as Code.org and Scratch to build their proficiency in high-demand software platforms. 

Additionally, I am working to build an online Facebook community to connect students, allow parents to share programming opportunities with other families, and share educators’ experiences with our curriculum.

Every detail of CFAM’s establishment is carefully geared towards the most effective experience for all neurodivergent students. Firstly, the videos feature two characters in order to mimic the learning style autistic students are familiar with: a teacher and student. We’ve experimented with over 50 characters, testing what works and best reaches our students. 

The voice actors chosen were also picked with intent. Students with autism typically best respond to voices of authority like teachers and parents, so a voice mirroring that was what we found most effective during our trials. 

Moreover, these videos play twice in each lesson plan as the retention of knowledge in students jumps drastically to 60% when playing the videos at the beginning and end of each session. 

The curriculum truly starts from the basics, teaching students how to build their motor skills of dragging and dropping that are essential for block programming. Our curriculum also efficiently explains the components of a coding environment and even ventures into complex subjects like variables and conditionals to set participants up for success. However, not all lessons are required, giving much-needed liberty to educators while supplying a robust foundation of resources.
 

In my own district, I established an Adaptive STEM elective which is accessible to all neurodivergent students in the district. Students present their learning in class as a final project to industry experts and receive the opportunity to connect with local technology employers. 

In creating this elective and CFAM, the freely accessible online program, I gathered a team of 20 students, administrators, and leading experts in Computer Science and Special Education—such as Dr. Krishnamurthy (University of Calgary), Mr. Przechocki (The Hartford Insurance), and Dr. Singer (Town of Farmington). Twice a week, I host meetings to plan and discuss the progress of the STEM curriculum.

After working on this project together, administrators have been inspired to start similar programs to increase the opportunities available to kids with special needs (i.e. Adaptive Music programs). They have also pushed for increased funding for Special Learning Classrooms. 

Since the inception of Adaptive STEM and CFAM, 20% of students with special needs have been inspired to pursue technical post-graduate programs, opening doors to ITC careers that they may not have considered otherwise. This not only empowers these individuals but also contributes to the diversification of the ITC workforce.