Accessible Web Dev: Curriculum Development and Program Evaluation

Claire Kearney-Volpe, New York University, Claire.kv@nyu.edu

Abstract

This Doctoral Consortium submission outlines my planned dissertation work, in which I aim to develop and evaluate a web development course designed specifically for people that are blind. Here I introduce the issue of low participation in development and previous attempts to make coding more accessible. My proposed dissertation activities include the refinement of curriculum and tactile learning tools, as well as an evaluation of a two-week course in web development.

1. Introduction

Technology has the capacity for improving access and participation of people that are blind or low-vision. However, barriers throughout education limit the number of blind people seeking and retaining jobs in Science, Engineering, and Technology [7]. Although there has been growing interest and attention paid to STEM accessibility, previous research and development efforts in this area have not examined web development, the most sought-after skill set relating to employability [9]. In order to address these issues, my dissertation research is dedicated to the development and evaluation of a web development curriculum for teens and young adults that are blind and low-vision.

The purpose of this research is to better understand the barriers to learning web development, and explore potential solutions. Specific aims are to 1) gain a deeper understanding of the issues facing web development students that are blind, 2) design and evaluate a breadth of accessible code-training course materials, 3) stimulate confidence, and increase sought after workforce skills among students in web-related fields. The web development course will be run in partnership with the Andrew Heiskell Library and their assistive technology educators, in New York City. The course will involve the use of accessible software, tactile manipulatives, and will be followed by an evaluation of the web development curriculum in terms of participant knowledge, skills and attitudes. The ultimate goal of this dissertation work is to develop a sustainable open-sourced curriculum (evolving, free, without academic admission requirements, and available online) that encourages future study and the development of workforce skills.

2. Motivation and Related Work

Generally, people with disabilities make up 20 percent of the population in the United States, 14 percent of its total workforce, but only 6 percent of the entire U.S. Science, Engineering, and Technology workforce. More specifically, people with disabilities fill only 2% of all computer and math-related occupations, 1.5% of engineering occupations, and only 2.2 % of all Arts, design, entertainment, sports, and media occupations [5]. These statistics are particularly troubling given the trend towards more technically-oriented labor. In 2018, computing, engineering, and technical consulting work accounted for the majority of a 258,000-job employment gain [6]. Over the last decade, computer programming skills are seen as increasingly necessary in education, and as an entry point into the labor market [4].

There are several barriers that students that are blind or have low-vision face to accessing programming curricula. These barriers include, proficiency with assistive technology, lack of accessibility of learning materials, as well as inaccessible editors and coding environments (editors with extra features) [1, 2, 8]. Learning materials such as textbooks, standardized tests, and diagrams/graphics can exclude blind students from Common Core curriculum [8]. Moreover, most digital, asynchronous learning materials (video tutorials, examples, exercises) do not support accessibility and contain inaccessible interface features such as undescribed visual video content, images without alternative text, unlabeled/keyboard inoperable inputs, unsupported text editor widgets, etc. Namdev and Maes also point out that Braille books lack interactivity and take students significantly longer to read [8]. Text editors and development environments that are used to type and construct programs can be difficult for developers that are blind to use because of the accessibility of these software’s interfaces, code navigating, and environment features for debugging (finding errors in code) (Baker et al, 2015). This software is primarily designed to be visual and include features like the use of white space to organize and format code, and syntax highlighting/color coding [1].

Several attempts to create audio interfaces to support access to programming environments have been made. Most notably, Sanchez and Aguayo (2004) developed an audio programming language (APL) and found preliminary support that these interfaces can “fit the needs and mental models of blind learners to motivate and help them to enter to the programming world.” In Baker et al’s study of an accessible tool to help blind students better understand the structures of code, they found that by programming in a supportive environment, blind students gain confidence to persevere in computer science [3]. They also found that creating course material in electronic format is best because it can be converted to alternative formats (large-print, electronic speech, braille, etc.) and that testing materials early and extensively with potential end-users and assistive technologies is beneficial to programs of this nature [3]. A study by Stefik et al, 2011 explored the development and use of an auditory programming environment, a programming language, and a multisensory curriculum [12]. Their empirical study of a workshop with the blind students reported a significant increase in programming self-efficacy after among participants. Through observation and interviews Stefik et al’s work yielded three suggestions for programming curriculum development with blind students: 1) Use manipulative objects that students can touch and hold to introduce concepts, where possible, 2) favor hands-on activities and projects over lecturing, and 3) Provide an array of self-paced projects and activities to engage students [12].

3. Dissertation Progress and Goals

In preparation for this work, I have begun a literature review, interviewed blind coders, collected pilot data from a course evaluation, and user testing sessions that have facilitated a redesign of p5.js (Processing’s web library) learning resources and web-based code editor to increase compatibility with screen reader technologies.

More recently, I have co-taught two classes (one 5-day course and one 8-day course), as well as, six focus groups with a total of 40 adult participants with low vision and blindness. This work has led to the development of accessible software and curriculum that addresses design fundamentals, and accessible web development. Through feedback and participant observation, I have learned that there is a need to increase student exposure to screen reader key commands for easy file and browser navigation, a robust and accessible design system curriculum, and a longer and more intensive model for learning the course materials. Overall, the response to workshops and courses has been very positive.

4. Overview of the Project

During my dissertation project, I intend to refine the curriculum and supportive materials (software and tactile manipulatives), and conduct a program evaluation of this course for teens and young adults that are blind and transitioning into higher-education or exploring career options.

In service of this central aim, the project will be comprised of the following components: A two-week training of students in the basics of web development in preparation for work or further study in a computing-related field; An evaluation of student knowledge, skills and attitudes prior to, and after training; And the iterative development of curriculum, tactile tools, and software tools with student feedback.

5. Contribution

This work will contribute to a better understanding of the barriers and design opportunities that enhance learning web development, among students that are blind. Previous research has investigated auditory cues, IDE feature accessibility, and the development of novel programming languages. My approach involves practical design and curricular interventions that support learning the languages, and design systems of the web. My aim is to make this work accessible to non-visual programmers, and ultimately, make the web more universally accessible.

Acknowledgments

I am very grateful for the support of my advisor, Dr. Amy Hurst and collaborator, Chancey Fleet of the New York Public Library.

References

  1. 1. K. Albusays and S. Ludi. Eliciting programming challenges faced by developers with visual impairments: exploratory study. In Proceedings of the 9th International Workshop on Cooperative and Human Aspects of Software Engineering, pages 82–85. ACM, 2016.
  2. 2. K. Albusays, S. Ludi, and M. Huenerfauth. Interviews and Observation of Blind Software Developers at Work to Understand Code Navigation Challenges. In Proceedings of the 19th International ACM SIGACCESS Conference on Computers and Accessibility (ASSETS'17). ACM, New York, NY, USA.
  3. 3. C. M. Baker, L. R. Milne, and R. E. Ladner. Structjumper: A tool to help blind programmers navigate and understand the structure of code. In Proceedings of the 33rd Annual ACM Conference on Human Factors in Computing Systems, pages 3043–3052. ACM, 2015.
  4. 4. P., Blikstein. Pre-College Computer Science Education: A Survey of the Field. Mountain View, CA: Google LLC. 2018. https://goo.gl/gmS1Vm. Retrieved 09/10/18
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  7. 7. Congressional Commission on the Advancement of Women and Minorities in Science, Engineering, and Technology Development. Land of Plenty: Diversity as America’s Competitive Edge in Science, Engineering and Technology. 2000. https://www.nsf.gov/pubs/2000/cawmset0409/cawmset_0409.pdf Retrieved 9/10/18.
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  10. 10. J. Sánchez and F. Aguayo. Apl: audio programming language for blind learners. Computers Helping People with Special Needs, pages 1334–1341, 2006.
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  12. 12. A. M. Stefik, C. Hundhausen, and D. Smith. On the design of an educational infrastructure for the blind and visually impaired in computer science. In Proceedings of the 42nd ACM technical symposium on Computer science education, pages 571–576. ACM, 2011.

About the Author

Claire Kearney-Volpe is a Doctoral Candidate in New York University’s (NYU) Rehabilitation Sciences Program, and holds a Master's Degree from NYU’s Interactive Telecommunications Program. Her work draws on her experiences as an Art Therapist, Designer, and Developer, and her research focuses on Disability, Human Computer Interaction, and the accessibility of STEM education.