Investigating Challenges Faced by Learners with Visual Impairments using Block-Based Programming/Hybrid Environments

With an increase in the use of block-based programming environments in k-12 curriculum, the need for accessibility exists in order to serve all students. Accessible block-based systems are in their infancy. Such systems would provide students with visual impairments the opportunity to learn programming and take part in computational thinking activities using the same systems that are found appealing to most sighted learners. However, with the presence of these systems little is known about their long-term use in the educational milieu. As a result, we conducted a survey with twelve teachers of students with visual impairments to learn about the use of these systems in teaching their students and to understand the barriers that students face in the learning process. Our study reveals that only one block-based programming environment is common among teachers and that several challenges exist. These challenges range from limited learners’ preparedness through difficulties editing and navigating code, to ineffective system feedback.