Accessibility and Computer Science Education Brian J. Rosmaita (Moderator) Department of Computer Science Hamilton College 198 College Hill Road Clinton, NY, USA 13323 Robert F. Cohen Department of Computer Science University of Massachusetts Boston 100 Morrissey Boulevard Boston, MA, USA 02125 brosmait@hamilton.edu Katherine Deibel Dept. of Computer Science and Engineering University of Washington Box 352350 Seattle, WA, USA 98195 rfc@cs.umb.edu Mary Anne L. Egan Department of Computer Science Siena College 515 Loudon Road Loudonville, NY, USA 12211 deibel@cs.washington.edu Categories and Subject Descriptors K.3.2 [Computers and Education]: Computer and Information Science Education computer science education, curriculum; K.4.2 [Computers and Society]: Social Issues assistive technologies for persons with disabilities maegan@siena.edu We see three ways in which accessibility interfaces with the computer science curriculum: Social aspects of computing: Our society has declared that accessibility is important through the passage of speci c laws promoting it in various contexts (e.g., the Architectural Barriers Act). It is therefore proper for us to consider the extent to which accessibility is a concern to computer scientists and its appropriate impact upon the profession. Professional practice: Given that in at least some contexts accessibility is desirable (e.g., where mandated by Section 508 of the Rehabilitation Act),
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Accessibility and computer science education
Rosmaita, Brian J.; Deibel, Katherine; Cohen, Robert F.; Egan, Mary Anne L.
Follow ACM SIGCSE Bulletin
, Volume 38 (1)
Association for Computing Machinery – Mar 31, 2006
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