The Landscape of Accessibility Skill Set in the Software Industry Positions
Abstract
In the software industry, good design often translates into good user experiences. As accessibility is a key component of usable software, there are opportunities for software professionals to include accessibility in their skill set. However, despite a push to motivate more companies to include accessibility as a desired knowledge and skill set, little is known about how much companies are seeking to recruit employees with accessibility proficiency. In this paper, we investigated the extent to which companies seek software designer and developer skills in accessibility by analyzing software job posts on LinkedIn. Our results showed that the majority of job posts did not require any accessibility skills, and that educating developers and designers about accessibility was a required qualification for many of the accessibility-focused software jobs.
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Documented assignment-level pathways and program-level skill alignment exist to support curricular embedding.
“documented assignment-level pathways and program-level skill alignment exist to support it [4, 6, 10, 19, 21, 30, 31, 35].”
From Teaching Participatory Inclusive IT Design with a Neurodiversity Lens in Computing Education (2025) · cites this paper as [21]
Curriculum embedding is a necessary but not sufficient condition, to be complemented by policy, resourcing, and platform-level constraints.
“Our results primarily speak to the first step of this pathway, learner knowledge and collaborative practice, rather than downstream institutional or platform change; accordingly, we frame curriculum embedding as a necessary but not sufficient condition, to be complemented by policy, resourcing, and platform-level constraints [4, 10, 16, 19, 21, 30, 37].”
From Teaching Participatory Inclusive IT Design with a Neurodiversity Lens in Computing Education (2025) · cites this paper as [21]
The results primarily speak to learner knowledge and collaborative practice, not downstream institutional or platform change.
“Our results primarily speak to the first step of this pathway, learner knowledge and collaborative practice, rather than downstream institutional or platform change; accordingly, we frame curriculum embedding as a necessary but not sufficient condition, to be complemented by policy, resourcing, and platform-level constraints [4, 10, 16, 19, 21, 30, 37].”
From Teaching Participatory Inclusive IT Design with a Neurodiversity Lens in Computing Education (2025) · cites this paper as [21]
Embedding these practices across the curriculum mitigates one-off participation and intermittent access to lived experience, supports recruiting more than one peer contributor per cohort, builds predictable reflection and feedback routines, and aligns skills with industry expectations for accessibility.
“Embedding these practices across the curriculum (rather than siloed in electives) mitigates one-off participation and intermittent access to lived experience, supports recruiting more than one peer contributor per cohort, builds predictable reflection and feedback routines, and aligns skills with industry expectations for accessibility [10, 21, 30].”
From Teaching Participatory Inclusive IT Design with a Neurodiversity Lens in Computing Education (2025) · cites this paper as [21]
Cites
Wright, P., & McCarthy, J. (2008) · Proceedings of the SIGCHI Conference on Human Factors in Computing Systems · doi:10.1145/1357054.1357156 · Cited by 473 · see citing works
The Current Status of Accessibility in Mobile Apps
Yan, S., & Ramachandran, P. G. (2019) · ACM Transactions on Accessible Computing · doi:10.1145/3300176 · Cited by 165 · see citing works
Alsaeedi, A. (2020) · Information · doi:10.3390/info11010040 · Cited by 101 · cited 1× · see citing works
“Tools and frameworks used in design and development were assessed to uncover whether they support accessibility [1, 15].”
MethodA Systematic Analysis of Accessibility in Computing Education Research
Baker, C. M., El-Glaly, Y. N., & Shinohara, K. (2020) · Proceedings of the 51st ACM Technical Symposium on Computer Science Education · doi:10.1145/3328778.3366843 · Cited by 93 · see citing works
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Teaching Participatory Inclusive IT Design with a Neurodiversity Lens in Computing Education
Hermann, J., Jansen, N., Richter, U., Fleer, A., & Doganün, A. (2025) · Proceedings of the 25th Koli Calling International Conference on Computing Education Research · doi:10.1145/3769994.3770007 · Cited by 1 · see citing works
“…learner knowledge and collaborative practice, rather than downstream institutional or platform change; accordingly, we frame curriculum embedding as a necessary but not sufficient condition, to be complemented by policy, resourcing, and platform-level constraints [4, 10, 16, 19, 21, 30, 37].”
Influential
- Authors
- Martin, L., Baker, C., Shinohara, K., & Elglaly, Y. N.
- Affiliations
- Western Washington University (US)
- Creighton University (US)
- Rochester Institute of Technology (US)
- Venue
- Proceedings of the 24th International ACM SIGACCESS Conference on Computers and Accessibility
- Publisher
- ACM
- Published
- 2022-10-22
- Pages
- 1-4
- OpenAlex
- W4307136576
- Cited by
- 20
- References
- 4
- Citations by year
- 2026: 3 · 2025: 6 · 2024: 9 · 2023: 2
- FWCI
- 6.19
- Type
- conference paper
- Language
- en
- Open access
- closed
- Locations
- International ACM SIGACCESS Conference on Computers and Accessibility (ASSETS) (publishedVersion)
- Funders
- National Science Foundation (2121606, 2121428, 2121549)
- Henry Luce Foundation - Clare Boothe Luce Fund
- Topics
- Social Sciences › Human Factors and Ergonomics › Digital Accessibility for Disabilities
- Social Sciences › Safety Research › Disability Education and Employment
- Physical Sciences › Computer Science › Human-Computer Interaction › Usability and User Interface Design
- Keywords
- web accessibility, job requirements, software designers, software developers, accessibility education, hiring practices, user experience, LinkedIn
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