Global Journal of Human Social Science, G: Linguistics and Education, Volume 23 Issue 8

impaired children were found to be effective in the development of reading and vocabulary skills (Van Staden, 2013). There is limited research on STEM teaching; It is stated that there are no studies evaluating coding, robotic or programming skills as dependent variables. However, research has pointed out the problems that students with disabilities may encounter during their performance in STEM education. However, among these, very few have openly discussed issues related to individuals with autism spectrum disorder (ASD) (Ehsan et al., 2018). This research is an important research in terms of filling the gap in terms of investigating the effect of coding activities for children with autism. However, it is considered important to ground the research within the framework of constructivist theory. Coding is the area where constructivism theory is widely applied (Kafai & Burke, 2015). According to this theory, learning is gained to the extent that children experience the active construction of works that can be seen by the world and are acquired through doing (Papavlasopoulou, Giannakos, & Jaccheri, 2019). In line with this view, the research was based on coding activities, children were expected to complete the activities themselves, they were not intervened unless it was necessary, and they were supported by giving positive feedback. In the study, the effects of coding activities on many developmental characteristics of children with autism were tested. The results reveal that coding activities make significant contributions to the development of children with autism. In fact, coding events are now featured on many digital event pages. However, these activities should be programmed within the framework of their competencies, taking into account the developmental characteristics of children with autism. In this context, priority should be given to designing coding activities aimed at acquiring basic skills for children with autism. Technology classes should be established in schools where children with autism are educated, and digital-based activities should be offered within the framework of the program. Practical training on digital activities and applications should be given to teachers of children with autism and special education teacher candidates. Researchers should design coding activities for children with moderate and severe autism disabilities and their effects on different developmental areas should be tested. a) Limitations Since the research was conducted during the pandemic period, it was able to be conducted on five children. Because parents do not want to send their children with autism to school due to the epidemic. However, since the designed activities are not suitable for children with moderate and severe autism, they were not applied to more children. The language and intellectual disability problems of children with moderate and severe autism were not included in the study, since children's problems in understanding the instructions and giving appropriate answers to the instructions were limited. Another limitation of the study is children's difficulties in using the computer mouse. As a contribution of some teachers coding activities; Although hand-eye coordination improved because children used mice during activities, some children had difficulty using mice. Considering this limitation, subsequent researchers on the subject can apply coding activities using touch screens, taking into account the developmental characteristics of children. R eferences R éférences R eferencias 1. Arfé B, Vardanega T, Ronconi L (2020) The effects of coding on children's planning and inhibition skills. Computers & Education , 148 , 103807. https:// doi.org/10.1016/j.compedu.2020.103807 2. Basham JD, Marino, MT (2013) Understanding STEM education and supporting students through universal design for learning. Teaching Exceptional Children , 45 (4), 8-15. https://doi.org/10.1177/00400 5991304500401 3. Bers MU (2018) Coding as a literacy for the 21st century. Education Week. Retrieved from https:// blogs.edweek.org/edweek/education_futures/2018/ 01/coding_as_a_literacy_for_the_21st_century.html. 4. Bocconi S, Chioccariello A, Dettori G, Ferrari A, Engelhardt K (2016) Developing computational thinking in compulsory education – Implications for policy and practice; EUR 28295 EN; doi:10.2791/792158 5. Cannon JE, Easterbrooks SR, Gagné P, Beal- Alvarez J (2011) Improving DHH students’ grammar through an individualized software program. Journal of Deaf Studies and Deaf Education , 16: 437–57. https://doi.org/10.1093/deafed/enr023 6. Case-Smith J, Weaver LL, Fristad MA (2015) A systematic review of sensory processing interventions for children with autism spectrum disorders. Autism , 19(2), 133-148. https://doi.org/ 10.1177/1362361313517762 7. Çakır R, Korkmaz Ö, İdil Ö, Erdoğmuş FU (2021) The effect of robotic coding education on preschoolers’ problem solving and creative thinking skills. Thinking Skills and Creativity , 40, 100812. https://doi.org/10.1016/j.tsc.2021.100812 8. de Oliveira CMC, Canedo ED, Faria H, Amaral LHV, Bonifácio R (2018) Improving student’s learning and cooperation skills using coding dojos (in the wild!). In 2018 IEEE Frontiers in Education Conference (FIE) (pp. 1-8). IEEE 9. Dunn W (1999) The sensory profile manual. san antonio, tx: psychological corporation. ve dunn w. the impact of sensory processing abilities on the © 2023 Global Journals Volume XXIII Issue VIII Version I 69 ( ) Global Journal of Human Social Science - Year 2023 G Coding Activities for Children with Autism: A Sample Application