Name
Abstract | ||
|---|---|---|
Recent interest in accessibility emphasizes including it in computer science curriculum as key to producing effective computing professionals. Despite a general consensus that teaching accessibility in computing curriculum is good, there exist few tools and resources to support instructors in higher education. To better understand the relationship between accessibility in curriculum and research, we conducted a systematic literature review of papers in computing education. We analyzed the papers for the courses accessibility is covered in, the topics that are covered and pedagogies and assessment approaches that are used. Across this body of work, we found a number of key learning objectives commonly covered in computing education research, though it appeared the research did not evenly cover these objectives throughout curricula, nor did the research systematically investigate how learning objectives were integrated. Based on these results, we offer suggestions for future directions of accessibility education research and curriculum building.
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Year | DOI | Venue |
|---|---|---|
2020 | 10.1145/3328778.3366843 | SIGCSE |
DocType | ISBN | Citations |
Conference | 978-1-4503-6793-6 | 0 |
PageRank | References | Authors |
0.34 | 0 | 3 |
Name | Order | Citations | PageRank |
|---|---|---|---|
| Catherine M. Baker | 1 | 26 | 4.72 |
| Yasmine N. El-Glaly | 2 | 0 | 1.69 |
| Kristen Shinohara | 3 | 288 | 24.87 |