WEBVTT 00:00:01.960 --> 00:00:03.920 align:center [MUSIC PLAYING] 00:00:03.920 --> 00:00:07.290 align:center Teaching Accessible Computing. 00:00:07.290 --> 00:00:09.570 align:center People with disabilities can encounter 00:00:09.570 --> 00:00:13.150 align:center software that is difficult or impossible to use. 00:00:13.150 --> 00:00:16.650 align:center One reason is that computing professionals may not have been 00:00:16.650 --> 00:00:19.280 align:center taught about accessibility. 00:00:19.280 --> 00:00:21.740 align:center The book, "Teaching Accessible Computing" 00:00:21.740 --> 00:00:24.830 align:center offers ways for faculty to teach accessibility 00:00:24.830 --> 00:00:26.756 align:center to future computing professionals. 00:00:26.756 --> 00:00:29.650 align:center [MUSIC PLAYING] 00:00:33.150 --> 00:00:34.620 align:center Hi, I'm Amy Ko, Professor 00:00:34.620 --> 00:00:36.870 align:center at the University of Washington Information School 00:00:36.870 --> 00:00:38.880 align:center and one of the editors of the book. 00:00:38.880 --> 00:00:41.730 align:center I believe everyone should be able to use computers, even 00:00:41.730 --> 00:00:45.220 align:center if they can't use a mouse, are blind and rely on audio cues, 00:00:45.220 --> 00:00:47.660 align:center are dyslexic and benefit from screen readers. 00:00:47.660 --> 00:00:49.660 align:center It's a moral imperative. 00:00:49.660 --> 00:00:52.350 align:center Only an unjust society would say only people 00:00:52.350 --> 00:00:54.000 align:center with these abilities get to participate 00:00:54.000 --> 00:00:55.240 align:center in our digital world. 00:00:55.240 --> 00:00:58.380 align:center This book was about envisioning a future in which everyone 00:00:58.380 --> 00:01:01.540 align:center that makes software knows how to make it work for everyone. 00:01:01.540 --> 00:01:04.384 align:center [MUSIC PLAYING] 00:01:07.710 --> 00:01:10.680 align:center : Hello, my name is Joslenne Peña. 00:01:10.680 --> 00:01:14.100 align:center I am an Assistant Professor of Computer Science 00:01:14.100 --> 00:01:16.530 align:center at Macalester College, a liberal arts school 00:01:16.530 --> 00:01:18.330 align:center in Saint Paul, Minnesota. 00:01:18.330 --> 00:01:20.940 align:center Teaching accessibility to our students 00:01:20.940 --> 00:01:22.950 align:center is really, really important. 00:01:22.950 --> 00:01:28.260 align:center As the population ages and as we continue to discover people 00:01:28.260 --> 00:01:30.310 align:center with disabilities in our society, 00:01:30.310 --> 00:01:32.160 align:center it's really important that we continue 00:01:32.160 --> 00:01:34.680 align:center to account for them in the design process 00:01:34.680 --> 00:01:38.760 align:center and build technologies that are accessible to them, 00:01:38.760 --> 00:01:42.300 align:center so universally designed, and consider them 00:01:42.300 --> 00:01:45.120 align:center in the design process. 00:01:45.120 --> 00:01:47.250 align:center "Nothing about us without us" 00:01:47.250 --> 00:01:50.790 align:center is a motto that advocates for the full participation of people 00:01:50.790 --> 00:01:53.730 align:center with disabilities in the development of policies 00:01:53.730 --> 00:01:56.370 align:center and strategies that affect their lives. 00:01:56.370 --> 00:02:00.070 align:center Technology has a growing impact on people with disabilities, 00:02:00.070 --> 00:02:03.300 align:center but is often developed by nondisabled researchers 00:02:03.300 --> 00:02:04.246 align:center and developers. 00:02:04.246 --> 00:02:07.030 align:center [MUSIC PLAYING] 00:02:10.919 --> 00:02:13.660 align:center : Hello, I am Yasmine Elglaly, 00:02:13.660 --> 00:02:16.980 align:center an Associate Professor of Computer Science at Western 00:02:16.980 --> 00:02:18.480 align:center Washington University. 00:02:18.480 --> 00:02:22.260 align:center Cultivate an inclusive mindset among students so they 00:02:22.260 --> 00:02:25.860 align:center understand the principle of "nothing about us without us" 00:02:25.860 --> 00:02:28.890 align:center and realize the importance of partnering with people with 00:02:28.890 --> 00:02:32.440 align:center disabilities as they design and develop technology. 00:02:32.440 --> 00:02:36.550 align:center From the inception of a project through its design, testing, 00:02:36.550 --> 00:02:38.850 align:center and maintenance, people with disabilities 00:02:38.850 --> 00:02:41.640 align:center must be included in every phase. 00:02:41.640 --> 00:02:46.050 align:center The core principles-- respect, justice, and beneficence-- 00:02:46.050 --> 00:02:50.080 align:center should guide every aspect of technology development. 00:02:50.080 --> 00:02:52.720 align:center These ethical considerations can be incorporated 00:02:52.720 --> 00:02:56.920 align:center into any course that discusses software development or data 00:02:56.920 --> 00:02:57.860 align:center analysis. 00:02:57.860 --> 00:02:59.800 align:center Accessibility solutions are rooted 00:02:59.800 --> 00:03:02.720 align:center in the idea of multiple modalities, 00:03:02.720 --> 00:03:06.760 align:center meaning that data can be presented in and interacted 00:03:06.760 --> 00:03:08.960 align:center with in different modalities. 00:03:08.960 --> 00:03:10.970 align:center [MUSIC PLAYING] 00:03:10.970 --> 00:03:13.476 align:center Web development plus accessibility. 00:03:13.476 --> 00:03:16.310 align:center [MUSIC PLAYING] 00:03:21.565 --> 00:03:24.190 align:center : I'm Lauren Milne, Assistant Professor of Computer 00:03:24.190 --> 00:03:26.090 align:center Science at Macalester College. 00:03:26.090 --> 00:03:28.540 align:center I incorporate accessibility into all the classes 00:03:28.540 --> 00:03:30.490 align:center I teach, from introductory courses 00:03:30.490 --> 00:03:35.140 align:center all the way up to human computer interaction and software 00:03:35.140 --> 00:03:36.633 align:center development courses. 00:03:36.633 --> 00:03:38.300 align:center If you're unfamiliar with accessibility, 00:03:38.300 --> 00:03:41.230 align:center it's OK to start small with just having students include Alt text 00:03:41.230 --> 00:03:42.980 align:center or checking for color contrast. 00:03:42.980 --> 00:03:46.900 align:center There are a lot of online tools, like the Web AIM Accessibility 00:03:46.900 --> 00:03:49.210 align:center Checker that can help with those initial steps. 00:03:49.210 --> 00:03:51.950 align:center Then, especially in an interface design class, 00:03:51.950 --> 00:03:53.650 align:center you can really delve into the usability 00:03:53.650 --> 00:03:56.683 align:center issues that come up with using alternative access devices. 00:03:56.683 --> 00:03:58.880 align:center [MUSIC PLAYING] 00:03:58.880 --> 00:04:01.920 align:center Software engineering plus accessibility. 00:04:01.920 --> 00:04:04.890 align:center [MUSIC PLAYING] 00:04:10.622 --> 00:04:12.580 align:center My chapter was on software engineering. 00:04:12.580 --> 00:04:14.400 align:center One idea from it is to simply include 00:04:14.400 --> 00:04:17.760 align:center accessibility verification in any testing assessments 00:04:17.760 --> 00:04:18.407 align:center that they do. 00:04:18.407 --> 00:04:20.490 align:center For example, there's a framework called Playwright 00:04:20.490 --> 00:04:23.340 align:center that integrates with an accessibility framework Axe, 00:04:23.340 --> 00:04:25.860 align:center and it'll check all kinds of accessibility violations 00:04:25.860 --> 00:04:26.760 align:center automatically. 00:04:26.760 --> 00:04:29.720 align:center Make students do this, and we'll make a better world together. 00:04:29.720 --> 00:04:31.860 align:center [MUSIC PLAYING] 00:04:31.860 --> 00:04:34.200 align:center Accessible human computer interaction 00:04:34.200 --> 00:04:36.280 align:center plus inclusive design. 00:04:36.280 --> 00:04:39.118 align:center [MUSIC PLAYING] 00:04:43.455 --> 00:04:45.830 align:center : Hello, I'm Annuska Zolyomi, an Assistant 00:04:45.830 --> 00:04:48.050 align:center Professor of Computing and Software Systems 00:04:48.050 --> 00:04:50.420 align:center at the University of Washington Bothell. 00:04:50.420 --> 00:04:53.870 align:center In my chapter, you'll find two frameworks for educators 00:04:53.870 --> 00:04:55.270 align:center that I hope you look at. 00:04:55.270 --> 00:04:58.370 align:center The first is an accessible HCI ecosystem diagram 00:04:58.370 --> 00:05:01.970 align:center that gives students a high level, holistic view of how 00:05:01.970 --> 00:05:06.950 align:center an end user's interactions flow to and from their device, 00:05:06.950 --> 00:05:09.650 align:center the operating system, and applications, 00:05:09.650 --> 00:05:11.630 align:center which have all been made accessible 00:05:11.630 --> 00:05:13.520 align:center through developer tools. 00:05:13.520 --> 00:05:16.010 align:center The second framework that I'll point you to 00:05:16.010 --> 00:05:20.240 align:center is a blueprint for accessible HCI and inclusive design 00:05:20.240 --> 00:05:21.410 align:center pedagogy. 00:05:21.410 --> 00:05:23.870 align:center This outlines an approach to give students 00:05:23.870 --> 00:05:28.610 align:center a hands-on experience through user-centered design 00:05:28.610 --> 00:05:35.330 align:center in considering real-life user's needs and, building upon that, 00:05:35.330 --> 00:05:40.396 align:center understanding to conceptualize designs for accessibility. 00:05:40.396 --> 00:05:43.240 align:center [MUSIC PLAYING] 00:05:47.610 --> 00:05:49.860 align:center : I'm Richard Ladner, Professor Emeritus 00:05:49.860 --> 00:05:52.020 align:center at the University of Washington. 00:05:52.020 --> 00:05:55.470 align:center I'd like to talk to you about computer vision 00:05:55.470 --> 00:05:57.210 align:center and accessibility. 00:05:57.210 --> 00:05:59.610 align:center And there really is a rich history 00:05:59.610 --> 00:06:02.830 align:center of computer vision algorithms that are used for accessibility. 00:06:02.830 --> 00:06:04.650 align:center For example, really early algorithms 00:06:04.650 --> 00:06:08.160 align:center that do optical character recognition 00:06:08.160 --> 00:06:11.520 align:center so that they have printed versions of texts 00:06:11.520 --> 00:06:15.300 align:center can be converted to actual text and perhaps 00:06:15.300 --> 00:06:17.890 align:center be read out loud with synthetic speech. 00:06:17.890 --> 00:06:20.970 align:center That's the basis of the famous Kurzweil Reading 00:06:20.970 --> 00:06:23.610 align:center Machine, which was invented for blind people 00:06:23.610 --> 00:06:25.710 align:center to be able to read books. 00:06:25.710 --> 00:06:30.540 align:center There's many other applications, for example, converting an image 00:06:30.540 --> 00:06:32.580 align:center to be in a tactile form. 00:06:32.580 --> 00:06:35.047 align:center And usually that image has to be simplified. 00:06:35.047 --> 00:06:36.630 align:center And so those simplification algorithms 00:06:36.630 --> 00:06:40.420 align:center could be part of your computer vision course. 00:06:40.420 --> 00:06:42.020 align:center [MUSIC PLAYING] 00:06:42.020 --> 00:06:44.730 align:center Data science plus accessibility. 00:06:44.730 --> 00:06:47.640 align:center [MUSIC PLAYING] 00:06:53.470 --> 00:06:56.080 align:center : Hi, I'm JooYoung Seo, Assistant Professor 00:06:56.080 --> 00:06:58.450 align:center of the Information Sciences at the University 00:06:58.450 --> 00:07:00.700 align:center of Illinois, Urbana-Champaign. 00:07:00.700 --> 00:07:03.610 align:center In my chapter on data science and accessibility, 00:07:03.610 --> 00:07:06.880 align:center I emphasize the critical importance of multi-modal data 00:07:06.880 --> 00:07:08.350 align:center representation. 00:07:08.350 --> 00:07:10.930 align:center I encourage my students to explore different ways 00:07:10.930 --> 00:07:13.330 align:center of presenting data, because it not only makes 00:07:13.330 --> 00:07:15.710 align:center complex information easier to understand, 00:07:15.710 --> 00:07:19.030 align:center but also fosters creativity and critical thinking. 00:07:19.030 --> 00:07:22.820 align:center By using visual, auditory, and tactile formats, 00:07:22.820 --> 00:07:25.720 align:center we create a more inclusive learning environment 00:07:25.720 --> 00:07:28.920 align:center where everyone can meaningfully engage with data. 00:07:28.920 --> 00:07:31.050 align:center [MUSIC PLAYING] 00:07:31.050 --> 00:07:34.046 align:center Security and privacy plus accessibility. 00:07:34.046 --> 00:07:36.780 align:center [MUSIC PLAYING] 00:07:37.700 --> 00:07:41.220 align:center There are growing concerns about security and privacy, 00:07:41.220 --> 00:07:44.750 align:center and that accessibility can be overlooked when focusing 00:07:44.750 --> 00:07:46.890 align:center on enhancing security measures. 00:07:46.890 --> 00:07:49.872 align:center [MUSIC PLAYING] 00:07:52.900 --> 00:07:54.150 align:center : Hello, everyone. 00:07:54.150 --> 00:07:55.520 align:center My name is Vivian Motti. 00:07:55.520 --> 00:07:58.400 align:center And I'm an Associate Professor in the Department 00:07:58.400 --> 00:08:00.830 align:center of Information Science and Technology 00:08:00.830 --> 00:08:02.960 align:center at George Mason University. 00:08:02.960 --> 00:08:04.980 align:center I teach human-computer interaction. 00:08:04.980 --> 00:08:07.010 align:center And I'm here to talk about my chapter 00:08:07.010 --> 00:08:10.370 align:center on privacy, security, and accessibility. 00:08:10.370 --> 00:08:13.220 align:center Accessibility is crucial in security and privacy 00:08:13.220 --> 00:08:16.610 align:center to ensure that everyone, regardless of specific skills 00:08:16.610 --> 00:08:20.645 align:center and abilities, can benefit from interactive systems safely. 00:08:20.645 --> 00:08:22.830 align:center In the context of information systems, 00:08:22.830 --> 00:08:25.580 align:center accessibility allows users with diverse needs 00:08:25.580 --> 00:08:29.040 align:center to access, interact with, and benefit from technology. 00:08:29.040 --> 00:08:31.040 align:center With an accessible system, everyone 00:08:31.040 --> 00:08:35.360 align:center can use its resources, services, and functionality effectively 00:08:35.360 --> 00:08:38.529 align:center to complete tasks and accomplish specific goals. 00:08:38.529 --> 00:08:40.929 align:center [MUSIC PLAYING] 00:08:40.929 --> 00:08:43.296 align:center Foundations, teaching inclusivity. 00:08:46.470 --> 00:08:49.210 align:center In addition to teaching about accessibility, 00:08:49.210 --> 00:08:51.370 align:center it's important to teach inclusively 00:08:51.370 --> 00:08:53.280 align:center so students with disabilities are fully 00:08:53.280 --> 00:08:55.060 align:center included in your classroom. 00:08:55.060 --> 00:08:57.922 align:center [MUSIC PLAYING] 00:09:01.270 --> 00:09:03.540 align:center : I'm Avery Mack, a Postdoctoral Researcher 00:09:03.540 --> 00:09:05.290 align:center in the Department of Human Centered Design 00:09:05.290 --> 00:09:07.565 align:center and Engineering at the University of Washington. 00:09:07.565 --> 00:09:09.940 align:center Listen to your students when they talk about their access 00:09:09.940 --> 00:09:11.660 align:center needs and accommodations. 00:09:11.660 --> 00:09:13.930 align:center They're experts in knowing their bodies and what 00:09:13.930 --> 00:09:15.590 align:center they need to work effectively. 00:09:15.590 --> 00:09:18.610 align:center Believe that they genuinely need the help that they're asking for 00:09:18.610 --> 00:09:20.350 align:center and see if you can accommodate it. 00:09:20.350 --> 00:09:23.200 align:center Also, consider if the accommodation that someone 00:09:23.200 --> 00:09:25.510 align:center is requesting would be beneficial to everyone 00:09:25.510 --> 00:09:27.340 align:center in your class. 00:09:27.340 --> 00:09:28.340 align:center Final thoughts. 00:09:35.550 --> 00:09:37.170 align:center My advice, read the book, 00:09:37.170 --> 00:09:39.210 align:center pick one thing you can change about one course, 00:09:39.210 --> 00:09:42.370 align:center and change it as best you can with the help of this community. 00:09:42.370 --> 00:09:45.010 align:center And when that starts working, change another and then another. 00:09:45.010 --> 00:09:46.718 align:center And eventually, you'll have an amazing CS 00:09:46.718 --> 00:09:49.540 align:center course that integrates accessible computing throughout. 00:09:49.540 --> 00:09:51.130 align:center Your students will be transformed, 00:09:51.130 --> 00:09:54.930 align:center as will the digital worlds that they create. 00:09:54.930 --> 00:09:57.900 align:center "Teaching Accessible Computing" is freely available 00:09:57.900 --> 00:10:01.740 align:center at bookish.press/tac. 00:10:01.740 --> 00:10:04.050 align:center In the book, you'll also find chapters 00:10:04.050 --> 00:10:07.990 align:center on introductory programming, mobile development, graphics, 00:10:07.990 --> 00:10:12.510 align:center robotics, AI, and more. 00:10:12.510 --> 00:10:16.980 align:center This presentation was created by the NSF Broadening Participation 00:10:16.980 --> 00:10:19.830 align:center in Computing Alliance AccessComputing, National 00:10:19.830 --> 00:10:24.730 align:center Science Foundation Grant number 2137312, 00:10:24.730 --> 00:10:27.300 align:center which works to increase the participation of people 00:10:27.300 --> 00:10:29.800 align:center with disabilities in computing fields. 00:10:29.800 --> 00:10:32.640 align:center For more resources about supporting computing students 00:10:32.640 --> 00:10:40.410 align:center with disabilities, consult uw.edu/accesscomputing. 00:10:40.410 --> 00:10:44.220 align:center Any opinions, findings, and conclusions or recommendations 00:10:44.220 --> 00:10:47.220 align:center expressed in this material are those of the speakers 00:10:47.220 --> 00:10:50.220 align:center and do not necessarily reflect the views of the National 00:10:50.220 --> 00:10:52.050 align:center Science Foundation. 00:10:52.050 --> 00:10:55.740 align:center Copyright 2025, University of Washington. 00:10:55.740 --> 00:10:58.790 align:center [MUSIC PLAYING]