Digital Accessibility for Disabilities
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The findings show that while assignments can build accessibility competence, instructional design must carefully balance technical complexity with accessibility learning.
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Persistent gaps in accessibility education within core computer science courses contribute to the prevalence of digital accessibility lawsuits, as graduates entering the software development field lack the knowledge to create accessible software. Prior work has shown that infusing accessibility assignments into CS curricula helps students become familiar with accessibility concepts. Building on this foundation, we designed and evaluated two novel assignment types for foundational CS courses: Working with Accessibility Data and Building Assistive Technology. We collected data from 15 instructors who implemented the assignments, including pre- and post-assignment surveys from 346 students and interviews with all instructors and 26 students. Both assignment types significantly improved students’ accessibility knowledge and confidence in applying accessibility principles; however, the two approaches influenced students’ mindsets toward accessibility differently. Our findings show that while assignments can build accessibility competence, instructional design must carefully balance technical complexity with accessibility learning.
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@article{Ezeamii2026Working,
title = {Working with Accessibility Data or Building Assistive Technology: A Study of Accessibility Assignments on CS Students’ Knowledge and Mindset},
author = {Paul Ezeamii and Sarah Andrew and A. S. Peterson and Jadyn Barrett and Yasmine N. Elglaly and Catherine M. Baker and Kristen Shinohara},
journal = {ACM Transactions on Computing Education},
year = {2026},
doi = {10.1145/3821638},
url = {https://doi.org/10.1145/3821638}
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