�r������

How do student designers regard disability? How does designing for both users who are disabled and non-disabled encourage students to think about accessibility throughout the design process? These are the questions researchers at the �r������ (UW) investigated via a design course study.

A variety of strategies to encourage faculty to include accessibility in the computing curriculum have been reported by students, faculty, administrators and other stakeholders.

One way to integrate information about accessibility in the computing curriculum is to teach a capstone course focused on the topic, as is done at the �r������ (UW). The provides students with

Many challenges to increasing the participation of students with disabilities in computing have been reported by faculty, staff, students and other stakeholders.

Shiri Azenkot at Cornell Tech teaches a class on interaction techniques (e.g., text entry and scroll bars). When designing the course, she considered her constraints (time, curriculum requirements, and expectations) and how her course might compare to similar courses across institutions. Rather than including accessibility in the course with an “accessibility lecture,” where she covered everything about accessibility in one short lecture, Shiri chose to integrate disability throughout the course.