Including Accessibility in Computer Science Education
Abstract
Accessibility is an important skillset for computing graduates, however it is commonly not included in computing curriculums. The goal of this workshop is to bring together the relevant stakeholders who are interested in adding accessibility into the curriculum (e.g. computing educators, accessibility researchers, and industry professionals) to discuss what exactly we should be teaching regarding accessibility. The format of the workshop works to support two main goals, to provide a consensus on what should be taught by computing educators regarding accessibility and to provide those who have taught accessibility a chance to share and discuss what they have found to be successful. As a part of this workshop, we plan to draft a white paper that discusses the learning objectives and their relative priorities that were derived in the workshop.
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
Systematic approaches to embedding accessibility and diversity in both technology development and computing curricula remain rare.
“Despite widespread calls for inclusive education, systematic approaches to embedding accessibility and diversity in both technology development and computing curricula remain rare [2, 16, 17, 26].”
From Teaching Participatory Inclusive IT Design with a Neurodiversity Lens in Computing Education (2025) · cites this paper as [2]
Inclusive and participatory teaching formats foster technical competence, empathy, and agency among students.
“Research shows that inclusive and participatory teaching formats foster technical competence, empathy, and agency among students [2, 12], and early curriculum-facing explorations of neuroinclusive pedagogy in CS [13].”
From Teaching Participatory Inclusive IT Design with a Neurodiversity Lens in Computing Education (2025) · cites this paper as [2]
Prior work reports that targeted, practice-oriented interventions and direct contact with peer experts improve knowledge and perspective taking when learning is authentic and situated.
“The significant gain on accessible design knowledge coheres with targeted, practice-oriented interventions and direct contact with peer experts reported in prior work, which show improvements in knowledge and perspective taking when learning is authentic and situated [2, 10, 19, 27].”
From Teaching Participatory Inclusive IT Design with a Neurodiversity Lens in Computing Education (2025) · cites this paper as [2]
Participation on equal footing and recognition of lived experience as expertise foster empowerment and agency.
“Our findings support the view that participation on equal footing and recognition of lived experience as expertise foster empowerment and agency [2, 9, 12].”
From Teaching Participatory Inclusive IT Design with a Neurodiversity Lens in Computing Education (2025) · cites this paper as [2]
The citation lists haven’t been fetched yet
References 21 · Cited by 9
- Authors
- Baker, C. M., Elglaly, Y. N., Ross, A. S., & Shinohara, K.
- Affiliations
- Creighton University (US)
- Western Washington University (US)
- Bucknell 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
- 1-5
- OpenAlex
- W4307136933
- Cited by
- 9
- References
- 21
- Citations by year
- 2026: 3 · 2025: 1 · 2024: 4 · 2023: 1
- FWCI
- 2.19
- Type
- conference paper
- Language
- en
- Open access
- closed
- Locations
- International ACM SIGACCESS Conference on Computers and Accessibility (ASSETS) (publishedVersion)
- Topics
- Social Sciences › Human Factors and Ergonomics › Digital Accessibility for Disabilities
- Physical Sciences › Computer Science › Information Systems › Information Systems Education and Curriculum Development
- Physical Sciences › Computer Science › Computer Science Applications › Teaching and Learning Programming
- Keywords
- accessibility, computer science education, curriculum development, computing curriculum, learning objectives, stakeholder collaboration, accessibility education, inclusive computing
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
