Teaching Digital Accessibility in Computing Education: Views of Educators in India
Birla Institute of Technology and Science, Pilani
How they used Delve
Researchers at BITS Pilani imported cleaned interview transcripts into Delve to run In-Vivo, axial and selective coding on computer science faculty accounts of teaching digital accessibility across 57 Indian institutions.
“Cleaned transcripts were then imported into Delve, a web-based qualitative data analysis tool.”
- Field
- Computing education / teaching digital accessibility
- Data
- Thirteen interviews of 21-51 minutes (mean 31) alongside 75 complete survey responses from computer science faculty at 57 Indian institutions, with teaching experience from 1 to 33 years; four participants self-identified as disabled
- Approach
- Saldana's coding sequence within grounded theory: In-Vivo coding labelling excerpts in participants' own words, then axial coding using the constant comparison method to group and abstract codes into categories with redundant codes merged and renamed, then selective coding to derive a core category and validate its relationships; transcripts were revisited periodically to scrutinise codes, categories and assumptions
- Data types
- Interviews, Open-ended survey responses
Abstract
In recent years, there has been rising interest from both governments and private industry in developing software that is accessible to all, including people with disabilities. However, the computer science (CS) courses that ought to prepare future professionals to develop such accessible software hardly cover topics related to accessibility. While there is growing literature on incorporating accessibility topics in computing education in the West, there is little work on this in the Global South, particularly in India, which has a large number of computing students and software professionals. In this replication report, we present (A) our findings from a replication of surveys used in the US and Switzerland on who teaches accessibility and barriers to teaching accessibility and (B) a qualitative analysis of perceptions of CS faculty in India about digital accessibility and teaching accessibility. Our study corroborates the findings of the earlier surveys: very few CS faculty teach accessibility, and the top barriers they perceive are the same. The qualitative analysis further reveals that the faculty in India need training on accessibility concepts and disabilities sensitization, and exposure to existing and ongoing CS education research and pedagogies. In light of these findings, we present recommendations aimed at addressing these challenges and enhancing the integration of accessibility into computing education.
Citation
P D Parthasarathy, Swaroop Joshi (2024). Teaching Digital Accessibility in Computing Education: Views of Educators in India. ACM Conference on International Computing Education Research (ICER '24). https://doi.org/10.1145/3632620.3671122