AccessCSforAll and its partners apply evidence-based practices, using lessons learned from earlier projects to ensure continual improvement. We encourage further exploration and replication of these and other practices that show promise for increasing the participation of individuals with disabilities in computing.
The best accommodations are unique to the individual and develop from a cooperative relationship between instructor and student, sometimes with the assistance of special education teachers or other professionals. AccessCSforAll provides tools and resources for assessing the accessibility of your lab or course and developing accommodation strategies.
In the classroom, most groups are diverse. We vary in background, cultural and gender identity, first language, and age. We have different learning styles, including visual and auditory. Some of us have disabilities, including blindness, low vision, hearing impairments, mobility impairments, learning disabilities, and health impairments.
How can educators design instruction to maximize the learning of all students? By using universal design.
Students with disabilities, who are eligible for services under the Individuals with Disabilities Education Act (IDEA) in preschool through high school, are guaranteed a free and appropriate education in the the least restrictive environment in the public schools. Public schools have the responsibility to ensure that eligible students are identified and provided with appropriate educational supports and services.
Capacity Building Institute proceedings can be used to learn more about topics related to including people with disabilities in computing or to plan events and classes that cover these topics.
