Very few data sets that offer data about students in computer science (CS) education include information about students with disabilities. Indeed, very few organizations collect this data.
Recognizing the value of learning computer science (CS) for all students, many nationwide efforts are underway to ensure that聽补濒濒听students in K-12 schools are introduced to computer science. Unfortunately, many of these efforts do not promote practices that are fully accessible and inclusive of students with disabilities. Three examples of inclusive efforts are listed below.
Throughout 2020, as conferences moved online in response to the global pandemic, many struggled with accessibility while others took proactive steps to make their conference more accessible. The 聽(ICER) is an example of one conference that chose to take proactive steps by captioning the sessions and providing clear guidelines to presenters about accessible presentations.
Alternative text, or 鈥渁lt-text鈥 is written descriptions of images that are embedded into website code and digital documents that can be read with screen readers by people with visual and other disabilities. An example of alt-text is 鈥渁 small gray dog sitting on the grass in a park鈥 that accompanies a photo of a dog.
Many conferences, both on-site and online, offer opportunities for researchers and practitioners to present their work. There are steps you can take to make your poster accessible to conference participants who have disabilities. The following tips apply to both on-site and online posters.
People of all ages, interests, and abilities use聽Facebook, Twitter,聽Instagram, and other social media platforms to share content and engage in conversations. Millions of social media participants have disabilities, including聽those that impact their ability to see, hear, and access a standard keyboard and mouse. Many use assistive technologies聽such as screen readers to read aloud content on the screen and alternate keyboards that emulate the computer keyboard but not the mouse.
The is an excellent example of an informal STEM learning program providing information about accessibility to the community. Through their , information is structured into four categories: Online resources, on-site resources, specialized programs, and the Community Advisors program.
Highlighting efforts at the聽, the video聽聽promotes the full inclusion of individuals on the autism spectrum in museum offerings through focused efforts such as community partnerships, custom tours, and staff training.
The session at the 2015 Annual Expo highlighted the practice of listening to perspectives and access stories from museum visitors who have disabilities such as vision impairments, hearing loss, and autism.
The Access Informal STEM Learning (AccessISL) project supports efforts to develop a capacity building model for making informal STEM learning (ISL) opportunities more welcoming and accessible to individuals with disabilities.