Cynthia Putnam
Emma Rose
Jinghui Cheng
ABSTRACT
As information and communication technologies (ICTs) become more diffuse, the diversity of users that designers need to consider is growing; this includes people with disabilities and aging populations. As a result, computing education must provide students the means and inspiration to learn about inclusive design. This poster presents top-level findings from 18 interviews with professors from some of the top universities in the US. Our analysis yielded four categories of findings: (1) important student learning outcomes (the most common was for students to embrace diversity); (2) exercises and teaching materials (almost all focused on inclusion of people with disabilities in discovery and evaluation of ICTs); (3) frustrations and challenges (largely focused on how to engage students in accessibility topics); and (4) the importance of instructor initiative to include the topic of accessibility in their teaching. The unifying theme was the high importance of cultivating empathy with end users.
- Bohman, P.R. 2012. Teaching Accessibility and Design-For-All in the Information and Communication Technology Curriculum: Three Case Studies of Universities in the United States, England, and Austria. Ph.D. Dissertation. Utah State University, Logan, UT. UMI Order Number: AAT 3546296.Google Scholar
- Keith, S., Whitney, G., and Petz, A. 2009. Design for All as Focus in European ICT Teaching and Training Activities. In Proceedings of INCLUDE, 1--6.Google Scholar
- Waller, A., Hanson, V.L., and David Sloan. 2009. Including accessibility within and beyond undergraduate computing courses. In Proceedings of the 11th international ACM SIGACCESS conference on Computers and accessibility (Assets '09). ACM, New York, NY, USA, 155--162. Google ScholarDigital Library
Index Terms
- Teaching Accessibility, Learning Empathy
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