Creating access to computer science: Enhancing
engagement and learning for students with visual
impairments
Karen Mutch-Jones and Debra Bernstein, TERC
karen_mutch-jones@terc.edu
Stephanie Ludi, University of North Texas
steph.ludi@gmail.com
Recent trends in STEM education emphasize technology—the T in
STEM—a recognition of the educational benefits and career opportunities
computing offers for all students (Israel et al., 2015a). Creating access and
supporting students with disabilities is essential, particularly given their lower
achievement levels in STEM (U.S. Department of Education, 2011) and lack
of representation in computer science fields (Burgstahler & Ladner, 2007).
Furthermore, being able to solve problems with technology is no longer
optional. Recent research by Change the Equation [CTEq2015] indicates
that 80% of jobs not requiring a bachelor's degree will still require tech skills.
Students with visual impairments (VI) reflect their sighted peers in terms of
cognitive ability. Yet their participation in STEM activities can be limited by
insufficient resources and instruction and a lack of teacher preparation in
computing and non-visual teaching methods (King, 2011; Israel et al., 2015b;
Snodgrass et. al., 2016). The negative
consequences can be substantial.
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