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The Alliance for Access to Computing Careers
Including Students with Disabilities in High School Computing Education
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Accessible curricula and tools for K-12 computing education
Increasing the participation of people with disabilities in computing fields
Increasing the participation of people with disabilities in computing fields

Knowledge Base

Accessible curricula and tools for K-12 computing education

The AccessCSForAll Knowledge Base contains hundreds of Case Studies, Promising Practices, and Q&As regarding accessible technology, computing education, and computing careers for individuals with disabilities. To contribute an article, email accesscomputing@uw.edu.

Search the AccessCSforAll Knowledge Base

Case Studies

  • What is Cyberlearning?
  • Marika and Mathematics: A Case Study on Accommodations for Visual Impairments
  • Sean and Computer Science: A Case Study on Accommodations for a Psychiatric Disorder
More Case Studies

Promising Practices

  • Informing the Design of Cyberlearning: A Promising Practice in Promoting Diversity in Cyberlearning
  • Cornell Tech Course on Interaction Techniques: A Promising Practice in Normalizing Disability in a Technical Course
  • LeadCS.org: A Promising Practice in Providing Resources for Computer Science Educators
More Promising Practices

Q&As

  • Are some fonts more accessible than others?
  • How can students with disabilities arrange for accommodations in an online course?
  • Are Advanced Placement Computer Science Principles curricula accessible to students with disabilities?
More Q&As

Related Projects

  • AccessComputing
  • AccessCollege
  • AccessCyberlearning
  • AccessEngineering
  • AccessISL
  • AccessSTEM
  • DO-IT
  • AccessADVANCE
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© 2017-2021 University of Washington (UW). These materials are provided under a Creative Commons BY-NC-SA 3.0 License and in accordance with UW's privacy policy and terms of use. The AccessCSforAll project is funded by the National Science Foundation as part of the Computing Education for the 21st Century program of the Directorate for Computer & Information Science & Engineering (grant #CNS-1440843, #CNS-1440878, #CNS-1738252 and #CNS-1738259). Any questions, findings, and conclusions or recommendations expressed in this material are those of the author and do not necessarily reflect the views of the federal government.