This experimental paper explores a form of neurodiversity‐affirming qualitative data analysis labelled a polyphony of (analytical) scores and creative methodologies utilised in our research project. Our data examples come from a federally funded research study which co‐designed sensory pedagogies for autistic students interested in computational thinking (CT). Four middle‐school teachers, or teacher fellows (TF), from diverse disciplines were recruited to develop neurodiverse CT mini curriculum and pedagogies for middle‐school students interested in STEM. Teacher fellows worked with the research team to co‐design teaching and learning materials and technology to explore computational thinking. The research team and teacher fellows attended workshops that included creative ensemble activities using digital‐physical musical technologies and CT concepts. Data from these workshops were used to create two polyphonic score compositions as ways to interact with data. A video creation addressed how TFs were impacted during the development and implementation of neurodiverse pedagogies. Quotes and keywords extracted for the video creation reflect how silence and sound collapse and expand in a rhizomatic fashion, indicating how TFs experience messiness, exploration, atypicality and more, which fully represent neurodiversity. The score analysis enabled us to diversify participants' experiences with neurodiverse pedagogies and illustrated the affective dimensions of musical composition as a form of data analysis.

中文翻译：

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（分析）乐谱的复调、共同设计和创造性方法


这篇实验论文探讨了一种肯定神经多样性的定性数据分析形式，标记为我们研究项目中使用的（分析）分数和创造性方法的复调。我们的数据示例来自一项联邦资助的研究，该研究为对计算思维 （CT） 感兴趣的自闭症学生共同设计了感官教学法。招募了来自不同学科的四名中学教师或教师研究员 （TF），为对 STEM 感兴趣的中学生开发神经多样性 CT 迷你课程和教学法。教师研究员与研究团队合作，共同设计教学材料和技术，以探索计算思维。研究团队和教师参加了研讨会，其中包括使用数字物理音乐技术和 CT 概念的创意合奏活动。来自这些研讨会的数据被用于创建两个复调乐谱作品，作为与数据交互的方式。一段视频创作讲述了在神经多样性教学法的开发和实施过程中 TF 如何受到影响。为视频创作提取的引文和关键词反映了寂静和声音如何以根茎的方式崩溃和扩展，表明 TF 如何体验混乱、探索、非典型性等，这充分代表了神经多样性。分数分析使我们能够使参与者在神经多样性教学法方面的体验多样化，并说明了音乐创作作为数据分析形式的情感维度。