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Increasing the participation of people with disabilities in computing fields
Increasing the participation of people with disabilities in computing fields

Videos

  • 
Someone types on a screen.
    Accessible Programming with Blocks4All

    Blocks-based programming environments such as Scratch are often the first experiences for young children who are learning computational thinking and programming. Unfortunately, these environments are not accessible to children who are blind or visually impaired who use screen readers, thereby excluding them from experiences that can lead to careers in STEM fields including computer science. The Blocks4All prototype programming environment makes blocks-based programming accessible on a touchscreen tablet computer.

  • 
Still image from video: A deaf student watches a video with captions
    Captions: Improving Access to Postsecondary Education

    Professors, students, and IT administrators share the benefits of using captions on videos in postsecondary courses.

  • 
A student explains how CART helps him communicate in educational settings
    Communication Access Realtime Translation: CART Services for Deaf and Hard-of-Hearing People

    Educators tell how Communication Access Realtime Translation (CART) provides access to auditory communication for individuals who are deaf.

  • 
Still from Creating Accessible Documents.
    Creating Accessible Documents

    This video explains why and how to create electronic documents that are accessible to all users.

  • 
A graduate student types on a computer.
    Graduate School and Students with Disabilities

    Graduate students with disabilities, working with faculty and disability services, can have successful grad school experiences, complete their degrees, and enter rewarding careers.

  • 
Cindy and Sheryl walking down the hall.
    How Can We Encourage Students with Disabilities to Pursue Computing?

    One woman tells instructors how their behaviors impact a student's decision to pursue a computing field.
    Read the discussion about this video in the 2015 video showcase.

  • 
Still image from video: Students working in a large open computer lab
    How Can We Include Students with Disabilities in Computing Courses?

    With the increasing demand for computing professionals, it's important that students with disabilities are included in computing courses.

  • 
A campus leader shares his views on the importance of accessible IT
    IT Accessibility: What Campus Leaders Have to Say (15-minute Version)

    University presidents, chief information officers, and other (IT) leaders discuss the importance of and strategies for making IT accessible campus-wide.

  • 
A campus leader shares his views on the importance of accessible IT
    IT Accessibility: What Campus Leaders Have to Say (6-minute Version)

    University presidents, chief information officers, and other (IT) leaders discuss the importance of and strategies for making IT accessible campus-wide.

  • 
A web developer shares his views on the importance of IT accessibility
    IT Accessibility: What Web Developers Have to Say

    Web designers and developers discuss strategies for creating websites that are accessible to all users.

  • 
A screenshot of a computer.
    Making Videos Accessible

    Learn what to consider when creating a video that it is accessible to all viewers, from pre-production techniques to the provision of captioning and audio description.

  • 
Still showing a woman looking at a 3-D printer.
    Mentoring Students with Disabilities in Research Experiences

    In this video, students with disabilities share their REU experiences and offer guidance to faculty about how they can mentor students with disabilities in research.

  • 
A student moves a tool.
    Our Technology for Equal Access

    This video highlights participants in DO-IT programs such as AccessComputing, who share information about the technology they use to access school, work, and the community. Information is shared about alternative hardware, software, and peripherals that assist people with disabilities.

  • 
Two students in wheelchairs go down a college path.
    Quality Education Is Accessible

    Students with a variety of disabilities share strategies for making instruction more accessible to them.
    Read the discussion about this video in the 2016 video showcase.

  • 
Andy Stefik teaches about Quorum.
    Quorum: An Accessible Programming Language (3-minute version)

    Learn about the Quorum programming language, which is designed to be accessible to individuals with disabilities, including those who are blind.
    Read the discussion about this video in the 2017 video showcase.

  • 
Andrew Stefik teaching about quorum.
    Quorum: An Accessible Programming Language

    Learn about the Quorum programming language, which is designed to be accessible to all students, including those who are blind.

  • 
A veteran speaks about pursuing her degree.
    Returning from Service: College and IT Careers for Veterans

    Veterans and postsecondary educators share strategies that create welcoming and accessible environments for wounded warriors.

  • 
Still showing a group smiling at the camera.
    Supporting Computer Science Student Mental Health

    Long hours, lacking a sense of belonging, and fear of failure are just some stressors that affect Computer Science students and professionals alike, leading to burnout, anxiety, and depression.

  • 
Andrew Ko teaches in front of a classroom.
    Teaching Accessibility: Including Accessibility in Your Courses

    There are multiple strategies that can be used to teach about accessibility in computing courses. Exposing students to this information can help them create more accessible products throughout their careers.

  • 
Sketch of a student using a laptop
    Teaching Accessible Computing

    Computing faculty across the country participated in the creation of a new, living text on teaching accessibility topics to computing students through incorporating best practices and strategies in their courses. In this video, authors will briefly share key points and best practices as presented in the chapters they wrote/co-wrote.

  • 
A student in a wheelchair meets a job recruiter.
    The Job Search and Disclosing your Disability

    This video explores strategies for disclosing disability-related information in the workplace. Interns and employees with disabilities should consider if, when, and how they want to share information about their disability.

  • 
Still image from video: What you should know about Your Students with Disabilities
    What you should know about Your Students with Disabilities

    Through their experiences in the classroom, students share their thoughts and suggestions about key things they would like their computing professors to know and understand about students with disabilities. These thoughts and suggestions include teaching tips, information about how a student’s disability impacts their access to learning and thoughts on implicit bias and ableism student often experience.

  • 
Still showing three women teaching in separate panels.
    Women with Disabilities in Academic Careers

    This video profiles women faculty members with disabilities sharing their experiences and perspectives.

  • 
A student uses assistive technology to access the web
    World Wide Access: Accessible Web Design

    People who design and support websites share how to make web pages accessible to people with disabilities.

Related Projects

  • AccessADVANCE
  • AccessCSforAll
  • AccessCollege
  • AccessCyberlearning
  • AccessEngineering
  • AccessISL
  • AccessSTEM
  • DO-IT
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© 2006-2025 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 AccessComputing project is funded by the National Science Foundation's Broadening Participation in Computing program (NSF BPC grant #CNS-0540615, CNS-0837508, CNS-1042260, CNS-1539179, CNS-2137312, CNS-2417014). 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.