How Teachers of the Visually Impaired Compensate with the Absence of Accessible Block-Based Languages

Abstract

The past five years have witnessed an increase in research to improve the accessibility of block-based programming environments to people with visual impairments. This has led to the creation of a few accessible block-based programming environments with some researchers considering tangible alternatives or hybrid environments. However, the literature says little about the learning experiences of K-12 students with visual impairments on these systems in educational settings. We try to fill this gap of knowledge with a report on an interview study with twelve teachers of K-12 students with visual impairments. Through the lens of the teachers, we discovered that factors such as the students background, the teacher's CS background and the design of existing curricula influence the learning process of students with visual impairments learning how to code. In addition to discussing how they go about to mitigate the challenges that stem from these factors, teachers also reported on how they compensate for the lack of accessible block-based languages. Through this work, we offer insights into how the research community can improve the learning experiences of students with visual impairments including training teachers, ensuring students have basic computing skills, improving the curriculum and designing accessible on-screen block-based programming environments.