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Cited by 13Digital Accessibility for DisabilitiesTeaching and Learning ProgrammingInformation Systems Education and Curriculum Development

Mapping Accessibility Assignments into Core Computer Science Topics: An Empirical Study with Interviews and Surveys of Instructors and Students

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Kuang, Emily, Bellscheidt, Selah, Pham, Di, Shinohara, Kristen, Baker, Catherine M, Elglaly, Yasmine N.·2024·Proceedings of the CHI Conference on Human Factors in Computing Systems
DOI 10.1145/3613904.3642097
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Abstract

Incorporating accessibility education into undergraduate computer science (CS) programs is essential for preparing future technology professionals to create inclusive technology. However, many CS programs lack accessibility coverage, often confining it to human-computer interaction (HCI) courses. To address this gap, we developed accessibility assignments seamlessly integrated into core CS courses. We collaborated closely with ten instructors to select and customize these assignments to suit their needs. To evaluate the impact of these assignments, we conducted interviews with instructors and administered surveys and interviews with their students. Our findings indicate significant improvement in students' familiarity with accessibility concepts and confidence in implementation following completion of the assignments. However, their mindset and future interest in accessibility remained the same. Instructors found it straightforward to incorporate these assignments without compromising core computing concepts. In sum, we validated a foundation for effectively resourcing instructors with accessibility teaching materials and increasing their capacity in accessibility knowledge.

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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 [19]

    Section 3.1 documents assignments combining accessibility and core CS learning objectives, and the Introduction describes how they were fitted into core courses. The paper does not establish program-level skill alignment; Section 2.3 says official accessibility learning objectives had not yet been established and refers to a separate, concurrent proposal for curriculum-wide knowledge units. (LLM, conf=0.84)

    Experimental — accuracy not yet measured

  • Embedding UDL and accessibility across core CS courses is one concrete mechanism to interrupt the cycle from curricular neglect to inaccessible educational technologies and back to student access labor.

    “In computing, embedding UDL and accessibility across core CS courses is one concrete mechanism to interrupt the cycle from curricular neglect to inaccessible educational technologies and back to student access labor, making the intended transfer pathway explicit [4, 19, 20, 31, 35].”

    From Teaching Participatory Inclusive IT Design with a Neurodiversity Lens in Computing Education (2025) · cites this paper as [19]

    The Introduction and Discussion §5.3 (page numbers unavailable) support integrating accessibility assignments into core CS courses and describe that approach as replicable. They do not address UDL or establish the proposed cycle linking curricular neglect, inaccessible educational technologies, and student access labor. (LLM, conf=0.88)

    Experimental — accuracy not yet measured

  • 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 [19]

    The Introduction and Discussion (§5.2; page unavailable) report improved accessibility knowledge after hands-on assignments, and Related Work (§2.2) reports short-term benefits from interaction with people with disabilities. The paper does not establish that direct contact with peer experts improved perspective taking; its student interviews describe a new perspective on CS, which is a different outcome. (LLM, conf=0.86)

    Experimental — accuracy not yet measured

  • 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 [19]

    Section 5.3 recommends integrating accessibility throughout the CS curriculum but says that limited time, resources, and instructor knowledge can stymie curricular change. Section 5.1 likewise describes the materials and support instructors needed. The paper does not establish curriculum embedding as a necessary condition or address the claimed platform-level constraints; its discussion of official curriculum guidance is not a recommendation for complementary policy change. (LLM, conf=0.84)

    Experimental — accuracy not yet measured

  • Accessibility topics remain peripheral in many computer science programs.

    “Recent curriculum studies underscore that accessibility topics remain peripheral in many computer science (CS) programs and should be woven across core courses rather than confined to Human-Computer Interaction (HCI) electives [10, 19].”

    From Teaching Participatory Inclusive IT Design with a Neurodiversity Lens in Computing Education (2025) · cites this paper as [19]

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Authors
Kuang, E., Bellscheidt, S., Pham, D., Shinohara, K., Baker, C. M., & Elglaly, Y. N.
Affiliations
  • Rochester Institute of Technology (US)
  • Western Washington University (US)
  • Creighton University (US)
ORCID
Venue
Proceedings of the CHI Conference on Human Factors in Computing Systems
Publisher
ACM
Published
2024-05-11
Pages
1-16
DOI
10.1145/3613904.3642097
OpenAlex
W4396832752
Cited by
13
References
1
Citations by year
2026: 8 · 2025: 2 · 2024: 3
FWCI
7.10
Type
conference paper
Language
en
Open access
Licence
Locations
CHI Conference on Human Factors in Computing Systems (publishedVersion, cc-by-nc-sa)
Funders
  • NSF (National Science Foundation) (2121606, 2121428, 2121549)
  • Henry Luce Foundation
Topics
  • Social Sciences › Human Factors and Ergonomics › Digital Accessibility for Disabilities
  • Physical Sciences › Computer Science › Computer Science Applications › Teaching and Learning Programming
  • Physical Sciences › Computer Science › Information Systems › Information Systems Education and Curriculum Development
Keywords
accessibility education, inclusive technology, computer science curriculum, teacher perceptions, student perceptions, teaching materials

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