Barriers and Solutions to Accessible K–12 Computer Science Education for Students With Visual Impairments (Poster 3)

• In Event: Moving Toward Just and Equitable Access to Computing Education

Abstract

The surging rise of computer and information technology jobs has sparked an increased demand for more training for future computing professionals. Since the early 2000s, multiple curricula have been implemented to bring computer science to K-12 education. Since then, the number of people from traditionally excluded populations pursuing computing careers has steadily increased. One population that can benefit from the surplus in computing jobs is blind and visually impaired (BVI) people, who historically experience low employment rates and high poverty rates. Advances in assistive technology for computer use enable BVI people to learn about computer literacy, computer programming, and emerging computational technologies. However, technological barriers limit access for BVI people learning computer science, specifically computer programming. These barriers, coupled with ableist perceptions of the competency of BVI people being able to code, limit the pathways to which they can pursue careers in computing.
Previous research reveals how most programming tools, mainly code editors and integrated development environments (IDEs), are not accessible with screen readers, which blind people use to navigate and understand the user interface or webpage on a computer. Because of the graphical nature of code editors, screen readers often cannot correctly identify the controls and menus. Another barrier, contributed by teachers, concerns learning materials not in a format accessible for BVI students. Images or graphics without text descriptions, code with line numbers to indicate their position, and PDF files without proper accessible formatting make it difficult for BVI students to comprehend the materials. Recent work suggests that online learning and digital materials may provide a more accessible learning experience for BVI students. It also revealed that online environments, such as learning management systems (LMS), may not meet the accessibility standards needed for BVI students.
This research focused on designing an accessible LMS for BVI students in K-12 CS by following a human-centered design approach. Using participatory design, a design methodology for including stakeholders and end-users of products in the designing of products, two design groups, one for teachers of K-12 BVI students and one for BVI students, collaboratively produced design and interaction requirements aiding in the development of a prototype system meeting the Web Content Accessibility Guidelines (WCAG) 2.0 AA standards for people with disabilities to confidently use. A pilot study with ten high school students, some with visual impairments and some without, was conducted to assess the usability and accessibility of the prototype. Students completed ten tasks with the system and completed an evaluation survey. Findings revealed that both sighted and BVI students found the system usable and accessible for finding and retrieving course materials and completing short programming exercises. The research provides insights and advocates for the inclusion of marginalized voices and contributes to ongoing efforts toward dismantling technological barriers that limit access for BVI people to equitable CS education. Future research will further examine limitations in access to CS education for people with other types of disabilities.

Author

• Earl Huff, University of Texas at Austin