The movement to teach kids coding may have been born of nostalgia for the wide open days of hacking in the 70s and 80s, or of a business agenda and fear of technological obsolescence in the 21st century, but there are also solid pedagogical reasons for it. The TCDSB 21st Century Learning & AICT group has identified 6 Competencies for 21st Century Learning: Communication, Collaboration, Self-Regulation, Knowledge Construction, Creative Problem Solving & Innovation, and Use of ICT for Learning. These skills are familiar to me as a Spec. Ed. Teacher teaching students with special needs, including students on the Autism Spectrum, many of whom are non-verbal. These are the skills that Psychologists, Speech and Language Pathologists, and other professionals typically identify as the key foci for academic programming for these students. In his TED Talk, Mitch Resnick from MIT, one of the developers of the Scratch modular programming language, has identified similar skills that children learn from coding. They learn in a meaningful context and come to realize learning is a process and not a product. They learn to break complex ideas or problems into simpler parts, to collaborate, to keep persistent and persevere in the face of difficulty. Becoming fluent with technologies allows them to open up and express themselves, to be creative and to interact with the world around them. Resnick and the MIT team's goal is not so much to have the kids learn to code as it is to USE CODING TO LEARN. Learning to code is seen as an essential 21st century literacy around the world. See: "Year of Code" in Britain, "Hour of Code" in the United States, and others. The Scratch programming language, as well as similar block programming platforms, take away the tedious concerns about programming syntax and allow the student to focus on using the computer to express themselves. New iterations of Scratch (Scratch Jr.) get away from using text altogether and just use the block symbols to communicate with the computer. I can't help drawing comparisons to the communication symbols that many non-verbal students use to augment their communication.