DO-IT - AccessCS10K

Reimagining Participation in the Digital Future

lymeg000 — Mon, 25 Sep 2023 17:04:47 +0000

Reimagining Participation in the Digital Future

Long Description:

AccessCSforAll, May 11, 2023
Presenter: Shireen Hafeez (Deaf Kids Code)
Shireen Hafeez is the founder of the national outreach non-profit organization Deaf Kids Code. Since the diagnosis of her son, she became involved with advocacy and activism for kids like him. She founded the organization with the belief that the next generation of Deaf/hard of hearing kids should be contributors, leaders, makers, and innovators. The organization's first principle is that "The Digital Age is the Great Equalizer." The DKC's mission is to promote technology, design thinking, and computer science skills as a way to cultivate and ignite their students.

External Resource Type:

Webinar

Inclusive Imagery – Writing Alt-Text Depicting People with Disabilities and Other Marginalized Identities

rhu3 — Wed, 05 Apr 2023 00:01:07 +0000

Inclusive Imagery – Writing Alt-Text Depicting People with Disabilities and Other Marginalized Identities

Long Description:

ADA National Network, March 16, 2023
Presenter: Ali Abdolrahmani (University of Maryland Baltimore County), Stacy Branham (University of California), and Emory James Edwards (University of California)
Billions of digital images lack quality image descriptions, making them inaccessible to blind screen reader users. Describing digital images with representations of diverse identities, such as people of color, trans or gender nonconforming individuals, and people with disabilities, adds complexity for image description authors. This webinar provides basics of writing good image descriptions, examples, and guidelines for describing marginalized identities in alt text, with hands-on practice and interactive discussions.

External Resource Type:

Webinar

UCI: Integrating Accessibility Into A Computing Career Panel

rhu3 — Thu, 16 Feb 2023 20:31:05 +0000

UCI: Integrating Accessibility Into A Computing Career Panel

Long Description:

University of California Irvine, December 6, 2022
Presenter: Dr. Stacy Branham (UCI), Dr. Erin Buehler (Google), Kirk Crawford (Internal Revenue Service), Dr. JooYoungSeo (UIUC), and Emily Young (UCI)
Dr. Stacy Branham, Professor of Informatics at UC Irvine, discusses how to integrate accessibility into a computing career with a panel comprised of: Dr. Erin Buehler, who is a UX Research Manager at Google; Kirk Crawford, a Product Manager at Internal Revenue Service; Dr. JooYoungSeo, an Assistant Professor at UIUC; Emily Young, a Support Specialist at UCI.

External Resource Type:

Webinar

Strategies and Resources for Including K12 Students with Disabilities in CS

lymeg000 — Tue, 31 Jan 2023 17:49:31 +0000

AccessCSforAll: Individualized Support for Teachers Working to Meet the Needs of Their Students with Disabilities

Email accesscsforall@uw.edu
Call 509-328-9331
Read Published Articles

Teacher to Teacher Webinars

In 2021, AccessCSforAll offered a series of four webinars called “Accessible Computer Science: Teacher to Teacher,” funded by the Infosys Foundation USA. In these webinars, computer science (CS) teachers who specialize in teaching blind and visually impaired students, deaf and hard of hearing students, and learning disabled and neurodiverse students shared strategies that other K-12 educators can use to include students with disabilities in their classroom. Here we share key takeaways:

Teaching Any Students with Disabilities

Students may have more than one disability.
A particular accommodation, teaching strategy, or technology may benefit students with a variety of different disabilities. For example, a variety of students benefit from speech recognition software or scaffolding.

Teaching CS to Blind and Low Vision Students

In 2020-2021, about 1 in 1,000 K-12 students were blind or low vision (NCES). Students may have some vision even if they are considered blind. Blindness may be congenital or acquired. They are often supported by itinerant teachers who work with students at multiple schools.
There is variability in how students access materials. They could use screen readers, magnification software, Braille, or tactile graphics.
Screen readers include VoiceOver on iOS, TalkBack on Android, JAWS® Job Access With Speech, ChromeVox for Chromebooks, and NVDA (Non-Visual Display Access). Magnification software includes ZoomText, Windows Magnifier, Connect 12.
These kids are interested in coding for a variety of reasons. They want to do what other kids are doing, have the opportunity to create and control the world, and access job opportunities.
There are a variety of accessible coding tools:
- Code & Go Mouse and Coding Critters from Learning Resources Store
- CodeJumper
- CodeQuest (APH Description), CodeQuest (App), CodeQuest (3D Manipulatives), CodeQuest (Grids for Embossing)
- Sphero Sprk+ and CodeSnaps
- Blocks For All (Laura R. Milne) and Blocks For All App
- Swift Playgrounds
- Quorum

Teaching CS to Deaf and Hard of Hearing (DHH) Students

To be “Deaf” means to be part of the Deaf community and culture; to be “deaf” is to have a medical diagnosis. Know your student’s identity and use the correct capitalization.
��ԭ�� 1 in 1,000 K-12 students were deaf or hard of hearing in 2020-2021 (NCES). Deafness may be congenital or acquired. 90% of DHH students have hearing parents.
Students may be pulled out of regular classrooms for support services, causing them to miss aspects of in-class learning.
They may have deficits in English because their native language is sign language.
Deaf students often miss out on incidental learning and can feel disconnected from others.
Teachers may need to spend time helping interpreters prepare for class, changing the classroom set up to meet the needs of their student, and/or learning how to use FM systems.
Students may use ASL or other forms of sign language. They may use hearing aids, cochlear implants, and/or FM systems.
In classrooms, students may use interpreters, captioners, hearing aids, FM systems, and/or notetakers.
There aren’t yet standardized signs for a lot of CS terms and concepts. This may create confusion if there isn’t time for educators, interpreters, and students to have a conversation beforehand.
Reading can be difficult for DHH students whose native language is ASL.
Videos need to be captioned. Videos in ASL are great, when available.
Just because students are consumers of technology does not mean that they are knowledgeable about technology.
Read and understand your student’s IEP. Use automatic captions on PowerPoint, Google Slides, Zoom, and other tools as applicable.
Face your students when you talk.
Deaf students need visual representations, sight lines, captions, and time.

Teaching CS to Students with Language-Based Learning Disabilities

In 2020-2021, 4.8% of K-12 students had a specific learning disability (NCES). There’s a lot of variability among these students, that may include difficulties in the following areas:
- Oral and/or written expression
- Reading (decoding, fluency, and/or comprehension)
- Auditory processing
- Working memory
- Dysgraphia/Dyscalculia
- Executive functioning (Organization of time, materials, and/or information)
Students with learning disabilities often have had tough academic careers. Focus on a growth mindset, the idea that they can get better at CS, and that no one is an expert from the beginning.
Accommodations vary depending on the student’s particular abilities, sometimes including these options:
- Providing audio versions of reading materials
- Previewing vocabulary
- Providing cues during oral tasks
- Speech to text software
- Using an Integrated Development Environment (IDE) that provides structural elements
- Breaking down tasks
- Discussing study skills
- Scaffolding complicated tasks or providing only one or two steps at a time.
- Specific, written instructions
- Rubrics with clear expectations.
Teach students how to ask for help and accommodations.

Teaching CS to Neurodiverse & Autistic Students

1.7% of students were autistic in 2020-2021 (NCES). This number has increased over time. In 2010-2011, only .8% of students were autistic. 44% of autistic students have average or above average IQ scores. Autism is underdiagnosed in girls.
Build a culture in the classroom to take a whole child approach.
Develop norms that value problem solving, persistence, communication, collaboration, and creativity.
Consider simplifying assessments by minimizing the number of concepts being assessed at one time.
Products and artifacts can be differentiated by simplifying how many concepts are being assessed.
Neurodiverse students should have differentiated ways for assessing their learning, especially with regards to vocabulary.
Neurodiverse students should have frequent (more than typical students) assessments breaking down concepts into more manageable parts.
Provide assessments and classwork that maintains skills and concepts previously learned.
Reflect on tasks by sharing successes and failures.

Programming Tools

Quorum, a programming language created in part by funding from AccessCSforAll, is an evidenced-based programming language that is accessible to screen reader users. It can be used online or downloaded to a PC or Macintosh and has curricula for Advanced Placement Computer Science Principles based on the Code.org curriculum, robotics, and games.
Swift Playgrounds, a learning-engaged programming language using real code to build and interact through a 3D world. It is accessible to all users and doesn’t require coding knowledge. It can be used on a Macintosh or iPad and has curricula for adopting higher programming principles, enhancing problem-solving skills, and building applications.
Blocks4All, a block-based programming language that is accessible to visually-impaired users utilizing VoiceOver and Voice Control to interact with the Dash robot. It can be used on an iPad and has curricula for learning basic programming concepts, robotics, and games.
CodeJumper, developed for students who are blind or visually impaired computer coding, allows all students to learn together in an inclusive setting by putting the block code tactually in your hands. Originally designed by Microsoft® and developed by APH, this educational toy bridges the skills gap and opens up the world of coding to every student.
debug’d coding curriculum, coding curriculum developed through a universal design for learning framework, pairs off the shelf programming tools with a printed curriculum guide and adapted materials.

Other Resources

Creative Technology Research Lab at the University of Florida aims to investigate how to meaningfully engage all learners in technology-mediated learning with a focus on K-12 computer science and computational thinking. Their resource UDL4CS aims to provide teachers with the tools necessary to meaningfully include students with disabilities in computer science education.
Inclusive CS Teaching includes strategies and resources related to accessibility in K-12 computer science education.
AccessComputing is an NSF-funded Broadening Participation in Computing Alliance that works to increase the participation of people with disabilities in computing education and careers.
CMD-IT (the Center for Minorities and People with Disabilities in IT) aims “to contribute to the national need for an effective workforce in computing and IT through synergistic activities related to minorities and people with disabilities.” They are the host of the Tapia Celebration of Diversity in Computing.
WebD2 is a project-based introduction to the design, creation, and maintenance of web pages and websites for use with high school students. The curriculum emphasizes standards-based and accessible design, is cross-platform and vendor-neutral, and is freely available for teachers to use in their own classrooms.

Programs for Students

Deaf Kids Code promotes computer science, technology, and design thinking skills to children who are Deaf or hard of hearing.
Tech Kids Unlimited works to empower neurodiverse students' lives through computer science and technology skills.
Code the Spectrum provides computer technology training to individuals with autism and other neurodivergent identities.
Changing Expectations aims to bring quality computer science education to young people who might otherwise not have access as a means to close the opportunity gaps they face.

2023

Blocked entry: How block-based programming is inaccessible and what could be done about it

lymeg000 — Thu, 15 Dec 2022 18:40:11 +0000

Blocked entry: How block-based programming is inaccessible and what could be done about it

Long Description:

AccessCSforAll, November 30, 2022
Presenter: Neil Brown (King's College London)
Block-based programming is very popular in introductory programming. Its drag-and-drop design is very approachable for novices -- but not for the vision impaired and others who would like to use a screen reader and keyboard entry.

External Resource Type:

Webinar

Accessible Tools for K12 CS Education

lymeg000 — Thu, 15 Dec 2022 18:37:20 +0000

Accessible Tools for K12 CS Education

Long Description:

AccessCSforAll, December 7, 2022
Presenters: Richard Ladner (��ԭ��), Lauren Milne (Macalester College), Andreas Stefik (University of Nevada, Las Vegas)
Most of the tools used in K12 computer science education are not accessible to students with disabilities, especially students who are blind or have low vision. In this webinar, we share about the Quorum programming language, Blocks4All, and other tools that are accessible to students with disabilities. You'll also learn about resources to support teachers who have students with disabilities in their classes.

External Resource Type:

Webinar

Supporting Neurodivergent Students in Classrooms and into the Workplace

lymeg000 — Wed, 14 Dec 2022 19:15:25 +0000

Supporting Neurodivergent Students in Classrooms and into the Workplace

Long Description:

AccessComputing, November 14, 2022
Presenters: Adrienne Decker (University at Buffalo), Andrew Begel (Carnegie Mellon), and Kurt Eiselt (University of California, Davis)
This panel presents a number of different perspectives and programs that support neurodivergent students in their coursework and in the workplace. Like many students transitioning to college, neurodivergent students lose many of their prior scaffolds and supports. Supporting students in our classrooms and degree programs requires training faculty on the challenges neurodivergent students experience and developing curriculum and supports that afford better access. In addition to in-classroom support, support is needed to prepare students to enter the workforce and help them stay employed. Other goals of these programs are to help destigmatize neurodiverse people, help neurotypical people better understand their neurodivergent colleagues, and encourage everyone to better integrate the neurodiverse into their organizations and activities.

External Resource Type:

Webinar

Accessibility in Procurement of Technology: How to Choose Accessible Products and Services

yennyp — Tue, 04 Oct 2022 17:58:27 +0000

Accessibility in Procurement of Technology: How to Choose Accessible Products and Services

Long Description:

AccessComputing, Nov 09, 2021
Presenter: Terrill Thompson (DO-IT)
You're shopping for an online platform to use for a virtual conference you're organizing, or you're considering adopting a new technology for the courses you teach. You want, and may in fact be legally obligated, to ensure the product or service you choose is accessible to all users, including those with disabilities. How do you do that? This webinar will explore strategies for addressing accessibility at various stages within the procurement process. It will include extensive detail about technology accessibility standards, plus guidance on how to read a Voluntary Product Accessibility Template (VPAT), a standard form used by technology vendors to document their level of accessibility. Our speaker Terrill Thompson is manager of the IT Accessibility Team at the ��ԭ��, and technology accessibility specialist with AccessComputing. He has nearly thirty years of experience in the IT accessibility field.

External Resource Type:

Webinar

Accessible Blocks Discussion

yennyp — Tue, 04 Oct 2022 17:27:36 +0000

Accessible Blocks Discussion

Long Description:

AccessCSforAll, Mar 30, 2022
Presenters: Andreas Stefik & William Alee (Univ of Nevada Las Vegas)
Modern block languages consist of a complex series of moving parts. While they do have visualizations of the computer code, they also contain graphical editors, game editors, robotics systems, community forums, multimedia output, and many other attributes that must be accessible for students with disabilities to meaningfully and fully participate in computer science. In this webinar, we provide a summary of the state of what is and is not accessible across block languages and then foster a discussion about how we might get there.

External Resource Type:

Webinar

Including Students with Disabilities in CS Education

yennyp — Tue, 04 Oct 2022 17:11:45 +0000

Including Students with Disabilities in CS Education

Long Description:

AccessCSforAll, August 8, 2022
Presenter: Richard Ladner (UW)
��ԭ�� 8.7 million PreK-12 students in the US have a disability and are served under the Individuals with Disabilities Act or under Section 504 of the Rehabilitation Act. These students have a number of barriers that prevent them from participating fully in CS education. In this webinar we discuss these barriers and how they can be removed to make CS education more accessible and welcoming to these students.

External Resource Type:

Webinar