Making Programming Accessible to Learners with Visual Impairments: A Literature Review

Autor/inn/en	Hadwen-Bennett, Alex; Sentance, Sue; Morrison, Cecily
Titel	Making Programming Accessible to Learners with Visual Impairments: A Literature Review
Quelle	In: International Journal of Computer Science Education in Schools, 2 (2018) 2, (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2513-8359
Schlagwörter	Programming; Accessibility (for Disabled); Visual Impairments; Auditory Stimuli; Tactile Adaptation; Manipulative Materials; Student Needs; Blindness; Models; Teaching Methods + Suchen Sie Ihr Suchwort? Programmierung; Accessibility; Zugänglichkeit; Visual handicap; Sehbehinderung; Auditive Stimulation; Tactile stimuli; Taktiles Lernen; Hilfsmittel; Blindheit; Analogiemodell; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Programming can be challenging to learn, and for visually impaired (VI) learners, there are numerous additional barriers to the learning process. Many modern programming environments are inaccessible to VI learners, being difficult or impossible to interface with using a screen reader. A review of the literature has identified a number of strategies that have been employed in the quest to make learning to program accessible to VI learners. These can be broadly divided into the following categories; auditory and haptic feedback, making text-based languages (TBLs) accessible, making block-based languages (BBLs) accessible and physical artefacts. A common theme among the literature is the difficulty VI learners have in gaining an understanding of the overall structure of their code. Much of the research carried out in this space to date focuses on the evaluation of interventions aimed at VI high-school and undergraduate students, with limited attention given to the learning processes of VI learners. Additionally, the majority of the research deals with TBLs, this is despite the fact that most introductory programming courses for primary learners use BBLs. Therefore, further research is urgently needed to investigate potential strategies for introducing VI children in primary education to programming and the learning processes involved. (As Provided).
Anmerkungen	International Journal of Computer Science Education in Schools. 83 Dollis Road, London N3 1RD, UK. 2-mail: info@ijcses.org; Web site: http://www.ijcses.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01