Work

Accessibility and Disability in PreK-12 CS: Results from a Landscape Survey of Teachers

Year: 2024

Type: conference-paper

Abstract: Despite the interest in equity, little research has considered students with disabilities in PreK-12 computer science education. The 2022 Computer Science Teachers Association and Kapor Center facilitated Landscape Survey of PreK-12 CS Teachers, which had over 2200 responses, gives us new insight. There were few significant differences between the experiences and perceptions of teachers with disabilities and those without. Accessibility was the least taught computing concept. Furthermore, teachers reported on a variety of barriers that students with disabilities encounter related to structural barriers, students choosing note to take CS, and teachers' perceptions of student ability. The findings point to the need for interventions related to resources, outreach, and policy.

Source: Research on Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT)

DOI: 10.1145/3653666.3656071

Authors: Brianna Blaser, Richard E. Ladner, Bryan Twarek, Andreas Stefik, Hannah Stabler

Institutions: University of Washington, University of Nevada, Las Vegas

Language: English

Topic: Teaching and Learning Programming

Subfield: Computer Science Applications

Field: Computer Science

Domain: Physical Sciences

SDGs: Quality education, Reduced inequalities

Open Access status: hybrid

Funder: Universitas Brawijaya