Slow but Steady: Progress Toward Accessibility-Focused Initiatives in Computer Science Education

Abstract

Accessibility remains insufficiently integrated in computer science (CS) education, despite its recognized importance. This paper examines how the 3C Fellows Program, a two-year professional development program, facilitated and supported the incorporation of identity-inclusive topics, namely disability, into the postsecondary CS education space. Through analysis of participant interviews and deliverable documentation, findings reveal that through the program, participants deepened their understanding of how disability impacts and is impacted by computing, leading to the design and implementation of five unique accessibility-focused educational initiatives. Results demonstrate that professional development can effectively increase accessibility-focused content in CS education.