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Educational Experiences of Blind Programmers
Open accessAbstract
As diversity efforts in computer science begin to recognize disabled programmers as an underrepresented group, we step back to chronicle the experiences of blind programmers in higher education. Through a survey and follow-up interviews with 10 blind programmers, we share reflections and barriers important for the computing education community to understand as we attempt to welcoming cultures for disabled programmers. Our findings illuminated a variety of barriers blind programmers faced in college and the impact that they had on their ability to succeed in the field. We found that barriers permeate all parts of these blind student's' education from accessing the materials and doing the homework to working with professors. These barriers increased feelings of the isolation, decreased motivation especially when tasks were inaccessible, and prevented them from learning all the concepts covered in their degree program.
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We have only just begun examining the CS classroom experiences of disabled students.
“we have only just begun examining the CS classroom experiences of disabled students [3, 25, 26].”
From Where are the Disabled Students?: A Literature Review of Disability Inclusion in Computing Education Research (2026) · cites this paper as [3]
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Cited by
Sorted by citations
Understanding Accessibility and Collaboration in Programming for People with Visual Impairments
Pandey, M., Kameswaran, V., Rao, H. V., O'Modhrain, S., & Oney, S. (2021) · Proceedings of the ACM on Human-Computer Interaction · doi:10.1145/3449203 · Cited by 54
Typing Exercises as Interactive Worked Examples for Deliberate Practice in CS Courses
Gaweda, A. M., Lynch, C. F., Seamon, N., Silva de Oliveira, G., & Deliwa, A. (2020) · Proceedings of the Twenty-Second Australasian Computing Education Conference · doi:10.1145/3373165.3373177 · Cited by 21
Interdependent Variables: Remotely Designing Tactile Graphics for an Accessible Workflow
de Greef, L., Moritz, D., & Bennett, C. (2021) · Proceedings of the 23rd International ACM SIGACCESS Conference on Computers and Accessibility · doi:10.1145/3441852.3476468 · Cited by 16
Self-citationFigueira, I., Cisneros, J. M., Weber, J. L., Sanka, W., Phan, K., Wong-Ma, J., & Branham, S. M. (2026) · Proceedings of the 57th ACM Technical Symposium on Computer Science Education V.1 · doi:10.1145/3770762.3772561 · Cited by 3
Metadata
- Authors
- Baker, C. M., Bennett, C. L., & Ladner, R. E.
- Affiliations
- Creighton University (US)
- University of Washington (US)
- Venue
- Proceedings of the 50th ACM Technical Symposium on Computer Science Education
- Publisher
- ACM
- Published
- 2019-02-22
- Pages
- 759-765
- OpenAlex
- W2917550808
- Cited by
- 41
- References
- 0
- Citations by year
- 2026: 7 · 2025: 9 · 2024: 7 · 2023: 6 · 2022: 5 · 2021: 6 · 2020: 1
- FWCI
- 2.94
- Type
- conference paper
- Language
- en
- Open access
- bronze
- doi.org
- Locations
- ACM Technical Symposium on Computer Science Education (SIGCSE) (publishedVersion)
- Funders
- National Science Foundation (DGE-1256082)
- Topics
- Social Sciences › Education › Disability Education and Employment
- Social Sciences › Human Factors and Ergonomics › Digital Accessibility for Disabilities
- Physical Sciences › Computer Science › Computer Science Applications › Teaching and Learning Programming
- Keywords
- blind programmers, visually impaired students, barriers to learning, student isolation, student motivation, higher education
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