Including accessibility within and beyond undergraduate computing courses

Waller, Annalu; Hanson, Vicki L.; Sloan, David

doi:10.1145/1639642.1639670

Cited by 72 publications

(29 citation statements)

References 25 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Web authoring tools now include accessibility support, and computer science educators are creating accessibility courses and building accessibility into a more general curriculum [ACM Curricula Recommendations 2012;Ludi 2007;Poor et al 2012;Waller et al 2009]. …”

Section: Introductionmentioning

confidence: 99%

Progress on Website Accessibility?

Hanson

Richards

2013

ACM Trans. Web

Self Cite

View full text Add to dashboard Cite

Over 100 top-traffic and government websites from the United States and United Kingdom were examined for evidence of changes on accessibility indicators over the 14-year period from 1999 to 2012, the longest period studied to date. Automated analyses of WCAG 2.0 Level A Success Criteria found high percentages of violations overall. Unlike more circumscribed studies, however, these sites exhibited improvements over the years on a number of accessibility indicators, with government sites being less likely than topsites to have accessibility violations. Examination of the causes of success and failure suggests that improving accessibility may be due, in part, to changes in website technologies and coding practices rather than a focus on accessibility per se.

show abstract

Section: Introductionmentioning

confidence: 99%

Progress on Website Accessibility?

Hanson

Richards

2013

ACM Trans. Web

Self Cite

View full text Add to dashboard Cite

show abstract

“…We also found that the majority of pedagogic research papers comprise of teachers' reflections on their own practice and course design (e.g. [12], [26]). This accords with Putnam et al, who observed the pedagogic literature is often characterized by 'first person reflections about teaching accessibility' [20].…”

Section: Current Pedagogies?mentioning

confidence: 76%

“…In accessibility, we observe a lack of pedagogic space, and a lack of 'pedagogic culture' [26]; that is a lack of debate, investigation and evaluation regarding how accessibility is taught and learned.…”

Section: Pedagogic Culturementioning

confidence: 93%

See 1 more Smart Citation

Exploring pedagogical culture for accessibility education in computing science

Lewthwaite

Sloan²

2016

Proceedings of the 13th International Web for All Conference

Self Cite

View full text Add to dashboard Cite

This paper identifies some of the challenges of teaching and learning accessibility through the lens of pedagogy (which deals with the theory and practice of education). We argue that accessibility education in computing science presents a set of unique and challenging characteristics for those engaged in accessibility capacity building. Significant moves are being made to embed accessibility within academic curricula and professional domains. However, through a qualitative thematic review of the accessibility pedagogic literature, we find that the field lacks the pedagogic culture necessary to support widespread excellence in teaching and learning. Nonetheless, our review identifies aspects of this small but important literature that indicate how a pedagogic culture for accessibility can be stimulated through research, debate and discussion, to promote a more pedagogically-grounded approach to the field as a whole.

show abstract

“…Long, sustained efforts in this regard within fields other than computer games have resulted in accessibility becoming a 'core deliverable' of some software development (c.f. Heron, 2011;Heron, Hanson and Ricketts, 2011;Waller, Hanson and Sloan, 2009), but far from enough. However, accessibility features are built into the bones of many operating systems now.…”

Section: : a Brief Overview Of The Problemmentioning

confidence: 99%

Inaccessible through oversight: the need for inclusive game design

Heron

2012

Comput Game J

View full text Add to dashboard Cite

Games are an important part of modern culture. The nature of most video games is such that it can be difficult for individuals with impairments to enjoy many titles. In many cases, this is not due to the games themselves presenting an impossible challenge, but because the games have been left inaccessible through the omission of common features. Mainstream titles are often accessible and inaccessible by turns. This strongly suggests that the resultant inaccessibility is an oversight rather than conscious design. Awareness building is an important process in improving the inclusivity of game titles. This in turn is important in ensuring that all members of society have an opportunity to enjoy a valuable recreational form. To this end, the essay discusses both the types of disability that could be supported and some common mechanisms by which this can be done. A short overview of several prominent game titles is included to provide real world context for the discussion. In this essay, the author argues that ensuring accessibility need not be a costly or an onerous task, and that great strides can be made by, simply adopting the existing good practice that is currently spread across mainstream titles.

show abstract

Including accessibility within and beyond undergraduate computing courses

Cited by 72 publications

References 25 publications

Progress on Website Accessibility?

Progress on Website Accessibility?

Exploring pedagogical culture for accessibility education in computing science

Inaccessible through oversight: the need for inclusive game design

Contact Info

Product

Resources

About