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Accessibility and Computer Science Education

机译：辅助功能与计算机科学教育

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We consider the importance of accessibility with regard to computer science, advance reasons for its inclusion in the computer science curriculum, and discuss three distinct ways in which accessibility can be naturally integrated into current courses. To situate the discussion, we define what we mean by accessibility. The easiest way to do this is indirectly, by marking a distinction between a disability and a handicap. A disability is a human condition which differs from the norm with regard to a particular human ability. It becomes a handicap when it interferes with normal human functioning. For example, consider an individual with low (20/500) vision. This visual disability is not a handicap since corrective techniques (such as eyeglasses) exist. These allow a low vision person to function in a wide range of contexts just as well as someone with normal (20/20) vision. In its most general form, then, accessibility is the practice of arranging things within some context so that a disability is not a handicap. We see three ways in which accessibility interfaces with the computer science curriculum: Social aspects of computing: Our society has declared that accessibility is important through the passage of specific laws promoting it in various contexts (e.g., the Architectural Barriers Act). It is therefore proper for us to consider the extent to which accessibility is a concern to computer scientists and its appropriate impact upon the profession. Professional practice: Given that in at least some contexts accessibility is desirable (e.g., where mandated by Section 508 of the Rehabilitation Act), it is appropriate for us to develop and teach techniques for implementing accessible software. Accessible pedagogy: As there are persons with disabilities who wish to learn computer science, it is appropriate for us to develop pedagogical techniques that make computer science courses accessible. Our contention is that accessibility, in the three senses articulated above, can be integrated early into the current computer science curriculum. We discuss our experiences in this regard and consider the impact the inclusion of accessibility has on the content of typical computer science courses.
机译：我们考虑了可访问性对计算机科学的重要性，提出了将其纳入计算机科学课程的原因，并讨论了将可访问性自然地整合到当前课程中的三种不同方式。为了进行讨论，我们定义了可访问性的含义。最简单的方法是间接标记残疾和残障之间的区别。残疾是一种人类状况，在特定的人类能力方面不同于正常情况。当它干扰人体的正常功能时，它将成为一个障碍。例如，考虑一个视力低（20/500）的人。由于存在矫正技术（例如眼镜），因此这种视力障碍不是障碍。这些使低视力人士和正常（20/20）视力人士都能在广泛的环境中工作。因此，以最普遍的形式来说，可访问性是指在某种情况下安排事物的实践，以使残疾不会成为障碍。我们看到可访问性与计算机科学课程进行交互的三种方式：计算的社会方面：我们的社会宣布，通过在各种情况下促进可访问性的特定法律（例如，《建筑壁垒法》）的重要性。因此，对于我们而言，考虑计算机科学家关注可访问性的程度及其对专业的适当影响是适当的。专业实践：鉴于至少在某些情况下可访问性是可取的（例如，在《康复法案》第508条规定的情况下），适合我们开发和教授实现可访问软件的技术。无障碍教学法：由于有些残疾人希望学习计算机科学，因此我们适合开发使计算机科学课程无障碍的教学方法。我们的争辩是，以上所述的三种意义上的可访问性可以尽早集成到当前的计算机科学课程中。我们讨论这方面的经验，并考虑将可访问性包括在内对典型计算机科学课程内容的影响。

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