Tangible Progress: Tools, Techniques, and Impacts of Teaching Web Development to Screen Reader Users

IF 2.5 Q3 COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS ACM Transactions on Accessible Computing Pub Date : 2023-02-24 DOI:10.1145/3585315
C. Kearney-Volpe, Chancey Fleet, Keita Ohshiro, Veronica Alfaro Arias, Eric Hao Xu, Amy Hurst
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引用次数: 1

Abstract

Despite a growing demand for Web Development and adjacent tech skills, there is a lack of accessible skills training for screen reader users. To address this gap, we developed tools and techniques to support screen reader users in learning web development. In this article, we describe our design, implementation, and evaluation of a nine-week web development workshop, designed to introduce screen reader users to HTML, CSS, and JavaScript. We taught the remote workshop using synchronous lectures followed by one-on-one time with Teaching Assistants (TAs) and included a resource-rich website, tactile diagrams, and discussion forum. We evaluated the effectiveness of our tools and the impact of the workshop during, immediately following, and one year after the workshop. At its conclusion, students demonstrated their knowledge of web development basics by creating and publishing their own websites; showed an increase in self-efficacy; and maintained a high level of interest in the subject. Participation also benefited TAs who reported increased confidence in understanding accessibility concepts, increased interest in pursuing work related to accessibility, and plans to apply what they learned. One year after the workshop, both students and TAs reported a lasting impact. Most notably, students had applied their understanding of design concepts, reported that the workshop helped them prepare for career changes or helped them in their current job functions, and that it gave them both the language and confidence to problem-solve web and accessibility issues. TAs felt that the workshop broadened their understanding of blind students’ abilities; especially when provided with accessible materials and tools, it gave them a better understanding of digital accessibility and assistive technologies, and they shared examples of how they continue to apply learnings and advocate for accessibility. Based on these findings, we recommend techniques and tools to support screen reader users’ learning web development, the inclusion of job-focused sub-topics, and suggestions for engaging with post-secondary institutions to pair service learning with tech skills training. We close with recommendations for implementing and adapting the workshop using our open-educational materials to expand the availability and breadth of accessible tech skills training and co-learning experiences for post-secondary students.
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有形的进步:向屏幕阅读器用户教授网络开发的工具、技术和影响
尽管对Web开发和相关技术技能的需求不断增长,但屏幕阅读器用户缺乏可访问的技能培训。为了解决这个问题,我们开发了一些工具和技术来支持屏幕阅读器用户学习web开发。在本文中,我们描述了一个为期九周的web开发研讨会的设计、实现和评估,该研讨会旨在向屏幕阅读器用户介绍HTML、CSS和JavaScript。我们采用同步授课,然后与助教(助教)进行一对一的教学,并包括一个资源丰富的网站、触觉图表和讨论论坛。我们评估了我们的工具的有效性和研讨会期间、紧接之后和研讨会结束后一年的影响。最后,学生们通过创建和发布自己的网站,展示了他们对网络开发基础知识的了解;表现出自我效能的提高;并对这门学科保持着很高的兴趣。参与也使助教受益,他们报告在理解无障碍概念方面增加了信心,对从事与无障碍相关的工作增加了兴趣,并计划应用他们所学到的知识。工作坊结束一年后,学生和助教都报告了持续的影响。最值得注意的是,学生们运用了他们对设计概念的理解,报告说,讲习班帮助他们为职业转变做准备,或帮助他们在目前的工作职能中,并使他们掌握了解决网络和无障碍问题的语言和信心。助教们认为工作坊加深了他们对盲童能力的认识;特别是在提供无障碍材料和工具时,它使他们更好地理解数字无障碍和辅助技术,他们分享了如何继续应用学习和倡导无障碍的例子。基于这些发现,我们推荐了支持屏幕阅读器用户学习网络开发的技术和工具,包括以工作为重点的子主题,以及与高等教育机构合作将服务学习与技术技能培训结合起来的建议。最后,我们提出了使用我们的开放教育材料实施和调整研讨会的建议,以扩大专上学生可获得的技术技能培训和共同学习经验的可用性和广度。
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来源期刊
ACM Transactions on Accessible Computing
ACM Transactions on Accessible Computing COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS-
CiteScore
6.20
自引率
8.30%
发文量
43
期刊介绍: Computer and information technologies have re-designed the way modern society operates. Their widespread use poses both opportunities and challenges for people who experience various disabilities including age-related disabilities. That is, while there are new avenues to assist individuals with disabilities and provide tools and resources to alleviate the traditional barriers encountered by these individuals, in many cases the technology itself presents barriers to use. ACM Transactions on Accessible Computing (TACCESS) is a quarterly peer-reviewed journal that publishes refereed articles addressing issues of computing that seek to address barriers to access, either creating new solutions or providing for the more inclusive design of technology to provide access for individuals with diverse abilities. The journal provides a technical forum for disseminating innovative research that covers either applications of computing and information technologies to provide assistive systems or inclusive technologies for individuals with disabilities. Some examples are web accessibility for those with visual impairments and blindness as well as web search explorations for those with limited cognitive abilities, technologies to address stroke rehabilitation or dementia care, language support systems deaf signers or those with limited language abilities, and input systems for individuals with limited ability to control traditional mouse and keyboard systems. The journal is of particular interest to SIGACCESS members and delegates to its affiliated conference (i.e., ASSETS) as well as other international accessibility conferences. It serves as a forum for discussions and information exchange between researchers, clinicians, and educators; including rehabilitation personnel who administer assistive technologies; and policy makers concerned with equitable access to information technologies.
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