Inclusive Making: Designing Tools and Experiences to Promote Accessibility and Redefine Making

Autor/inn/en	Worsley, Marcelo; Bar-El, David
Titel	Inclusive Making: Designing Tools and Experiences to Promote Accessibility and Redefine Making
Quelle	In: Computer Science Education, 32 (2022) 2, S.155-187 (33 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Worsley, Marcelo)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0899 3408
DOI	10.1080/08993408.2020.1863705
Schlagwörter	Inclusion; Students with Disabilities; College Students; Shared Resources and Services; Design; Access to Education; Computer Science Education; Computer Interfaces; Student Projects; Culturally Relevant Education; Student Motivation; Student Attitudes; Course Descriptions; Class Activities; Assignments; Student Interests + Suchen Sie Ihr Suchwort? Inklusion; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Collegestudent; Gemeinwirtschaft; Education; Access; Bildung; Zugang; Bildungszugang; Computer science lessons; Informatikunterricht; Schulprojekt; Schulische Motivation; Schülerverhalten; Kursstrukturplan; Assignment; Auftrag; Zuweisung; Studieninteresse
Abstract	Background and Context: Making is celebrated for bringing exciting tools and learning opportunities to non-traditional designers. However, people with disabilities may find themselves excluded from many making activities and makerspaces. This exclusion is present in making and computer science more broadly. Objective: We describe a university course that helps broaden their awareness of accessibility in computing and promote accessible making solutions. The course engages students in critical examination of making and allows them to instantiate their learning by designing accessible interfaces and experiences. We study the design of the course and its impacts on students. Method: We use techniques from grounded theory to analyze data from surveys, projects, and case studies to elucidate the need and the impact of this experience. Findings: The course filled an important need for students and people with disabilities. By applying a critical disability lens to making, participants developed expansive views of making, both in terms of what "counts" as making and who can participate in it. Implications: Courses on accessibility address important societal and individual needs that are currently not met by CS curricula. Courses that address these needs should include critical discussions of the domain in question and involve various types of community partnerships. Including these course elements can expand the course's impact, lead to better project designs, and change perceptions of what is valuable in computing experiences. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01