Mapping emerging research on computational thinking and disabilities in early childhood and primary education

Sara Cecchetti, Francesca Granone

Computational thinking (CT) has increasingly been introduced into educational activities involving children with disabilities, particularly through coding toys, educational robotics, unplugged activities, and digital programming environments. However, existing research remains theoretically fragmented and has often focused on tools and interventions rather than critically examining how CT itself is conceptualised and adapted in relation to different disability profiles and educational needs. This focused scoping mini-review examines how CT has been conceptualised, implemented, and pedagogically mediated in empirical research involving children aged 0–12 years with disabilities in early childhood and primary education. By focusing on studies explicitly using the term computational thinking, the review maps how CT is currently conceptualised as a theoretical and pedagogical construct in relation to disability. Following PRISMA-ScR guidelines, a systematic search across eight databases identified 16 studies for inclusion in the final synthesis. The findings revealed substantial heterogeneity across theoretical frameworks, pedagogical approaches, disability profiles, and educational contexts. Most studies adopted widely recognised CT frameworks without substantially adapting them to disability-specific learning characteristics. Interventions frequently relied on robots, programming software, unplugged activities, and tangible interfaces within highly contextualised and small-scale educational settings. The review further highlighted the central role of teachers and researchers in mediating CT activities, while participatory and co-design approaches involving teachers and children remained relatively limited. The review highlights the need for more theoretically coherent, disability-sensitive, and participatory approaches to CT research and practice in inclusive educational contexts.