Multidimensional Computer Literacy Program for Typical and Special Needs Children: An Auburn University Case Study Daniela Marghitu Department of Computer Science and Software Engineering Auburn University United States Daniela.Marghitu@auburn.edu Aaron Garrett Department of Computer Science and Software Engineering Auburn University United States garreal@auburn.edu Elizabeth Zylla-Jones Department of Communication Disorders Auburn University United States zyllael@auburn.edu Lacey Strange Department of Computer Science and Software Engineering Auburn University United States stranln@auburn.edu Abstract: A multidimensional computer literacy pilot program, designed to enhance computer knowledge for a targeted population of typical and special needs children, ages seven to fourteen, was developed at Auburn University starting 2005. Children were taught by graduate students under the supervision of two faculty members from Auburn University. The first objective is to offer university students hands on experience in working with the school-aged population. Second objective is to provide the community with a computer camp geared for both typical children and children with special needs. The verbal feedback obtained from instructors, participants and participants' parents, reinforced by the results of the pre and post program evaluations, clearly indicated the summer 2005 pilot project as being a success; it also indicated that it was imperative to introduce more advanced concepts, such as computer programming and robotics as well as software applications specially designed for children with special needs. Introduction The Summer Computer Literacy Program for Children (COMP CAMP) was developed jointly by faculty members from the Auburn University Department of Computer Science and Software Engineering (CSSE) and Communication Disorders (CMDS) of a pilot of this program was offered during the summer 2005. The first objective of this program (https://fp.auburn.edu/comp1000/SummerOutreach/index.html) was to provide the opportunity for graduate students from different disciplines to work together as a team providing specialized services for typical and special needs children. The second objective was to provide the community with a computer and language camp designed for typical and special needs children in an inclusion setting. Evaluations from the summer 2005 pilot project (Marghitu & Zylla-Jones, 2006) and the summer 2006 program indicated the program is a success. Funding received from a group of sponsors and the Auburn University Breeden Endowment, allowed for a cost-free participation. There are significant benefits to teaming students from widely diverse disciplines, such as computer sciences and communication disorders. First, teaming students from different disciplines enables students to share knowledge and information from their discipline with other students, at the same time, students gain knowledge and information from their peers. This teaming allows for the enhancement of concepts that may be foreign or unfamiliar to the students. Second, teaming two different disciplines encourage leadership. CMDS students take a leadership role in teaching CSSE students to work with children with special needs. In return, CSSE students assist CMDS students with incorporating computer technology into their clinical goals. CSSE students may gain more insight into the types of concepts that may be needed in developing computer programs for typical and special needs children. CSSE and CMDS graduate students interested in a teaching career will improve their pedagogical skills by