Document Type

Conference Proceeding

Source of Publication

Iticse 2026 Proceedings of the 31st ACM Conference on Innovation and Technology in Computer Science Education V 1

Publication Date

7-9-2026

Abstract

Accessibility - accommodation of diverse sensory, motor, cognitive, and linguistic needs - remains critically underrepresented in computing education despite broad societal acknowledgment of its importance. This position paper argues that systemic inequities and persistent barriers to integrating accessibility and inclusion - ranging from curricular inertia to limited faculty capacity - require new methodological approaches drawn from Human-Computer Interaction (HCI) research. HCI provides tested frameworks that pair participatory design with inclusive pedagogy, guided by empirical evaluation to drive systemic change. We identify three key areas where HCI can advance accessibility education: (1) embedding accessibility within core curricula through design-based pedagogies, (2) supporting faculty development via participatory co-design, and (3) creating inclusive learning tools grounded in multimodal interaction research. We contend that overcoming implementation barriers requires coordinated, design-driven inquiry that links accessibility with pedagogy and institutional practice.

ISBN

[9798400726347]

Publisher

ACM

First Page

394

Last Page

400

Disciplines

Computer Sciences | Education

Keywords

accessibility, computing education, hci, pedagogy

Scopus ID

105045599777

Creative Commons License

Creative Commons Attribution 4.0 International License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Indexed in Scopus

yes

Open Access

yes

Open Access Type

Gold: This publication is openly available in an open access journal/series

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