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Title: Teaching Accessibility in a Technology Design Course
Authors: Shinohara, Kristen
Bennett, Cynthia L.
Wobbrock, Jacob O.
Pratt, Wanda
Issue Date: Jul-2017
Publisher: Philadelphia, PA: International Society of the Learning Sciences.
Citation: Shinohara, K., Bennett, C. L., Wobbrock, J. O., & Pratt, W. (2017). Teaching Accessibility in a Technology Design Course In Smith, B. K., Borge, M., Mercier, E., and Lim, K. Y. (Eds.). (2017). Making a Difference: Prioritizing Equity and Access in CSCL, 12th International Conference on Computer Supported Collaborative Learning (CSCL) 2017, Volume 1. Philadelphia, PA: International Society of the Learning Sciences.
Abstract: The goal of college computer science and informatics design curricula is to prepare the next generation of technology designers. While accessibility is considered important for technology users with disabilities, it is treated as a niche or stigmatized subdomain of technology design. As a result, traditional computer science and informatics curricula do not expose students to the needs of diverse users, and students transition to the workforce unaware of the importance and impact of accessible design. We incorporated accessibility as part of a design thinking course and observed student learning. We sought to challenge notions of accessibility as a niche area, learn methods and barriers for including accessibility in the curricula, and identify impacts on student learning. We found that students grasped general design concepts while designing for users with and without disabilities, and they faced challenges specific to designing for both populations in concert. Contributions include insights for future courses in accessibility and design and challenges facilitating accessible user-centered design process.
Appears in Collections:CSCL 2017

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