brief-report

Introduction to AccessCS10K and Accessible Tools for Teaching Programming

Authors:

Andreas Stefik,

Richard E. LadnerAuthors Info & Claims

SIGCSE '15: Proceedings of the 46th ACM Technical Symposium on Computer Science Education

Pages 518 - 519

https://doi.org/10.1145/2676723.2677321

Published: 24 February 2015 Publication History

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Abstract

This special session is for SIGCSE attendees who are interested in K-12 computing education, especially those who have or are planning to have a NSF CS 10K project. A major goal of CS 10K is broadening participation, which includes providing computing education to students with disabilities. This interactive session will introduce attendees to AccessCS10K, a project to help teachers include students with disabilities in their K-12 computing classes. Furthermore, attendees will have a hands-on experience with the Quorum language, a language designed for youth regardless of disability. It is expected that attendees to the special session will be better prepared to include a student with a disability in their computing classes or to help other teachers do the same.

References

[1]

Andreas Stefik and Susanna Siebert. 2013. An Empirical Investigation into Programming Language Syntax. Trans. Comput. Educ. 13, 4, Article 19 (November 2013), 40 pages.

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[2]

Andreas Stefik, Stefan Hanenberg, Mark McKenney, Anneliese Andrews, Srinivas Kalyan Yellanki, and Susanna Siebert. 2014. What is the foundation of evidence of human factors decisions in language design? an empirical study on programming language workshops. In Proceedings of the 22nd International Conference on Program Comprehension (ICPC 2014). ACM, New York, NY, USA, 223--231.

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[3]

Stefan Endrikat, Stefan Hanenberg, Romain Robbes, and Andreas Stefik. 2014. How do API documentation and static typing affect API usability?. In Proceedings of the 36th International Conference on Software Engineering (ICSE 2014). ACM, New York, NY, USA, 632--642.

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Christopher J. Rossbach, Owen S. Hofmann, and Emmett Witchel. 2010. Is transactional programming actually easier? SIGPLAN Not. 45, 5 (January 2010), 47--56.

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Cited By

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Karaman GSeferoğlu S(2024)Identification of Performance, Motivation, and Support Needs in Coding Education Provided for the Students with Mild Intellectual DisabilitiesEducational Academic Research10.33418/education.1487199(82-92)Online publication date: 9-Dec-2024
https://doi.org/10.33418/education.1487199
Mountapmbeme A(2022)Understanding and Addressing Accessibility Barriers Faced by People with Visual Impairments on Block-Based Programming Environmentsundefined10.12794/metadc2048605Online publication date: Dec-2022
https://doi.org/10.12794/metadc2048605
Mountapmbeme AOkafor OLudi S(2022)Addressing Accessibility Barriers in Programming for People with Visual Impairments: A Literature ReviewACM Transactions on Accessible Computing10.1145/350746915:1(1-26)Online publication date: 21-Mar-2022
https://dl.acm.org/doi/10.1145/3507469
Show More Cited By

Index Terms

Introduction to AccessCS10K and Accessible Tools for Teaching Programming
1. Social and professional topics
  1. Professional topics
    1. Computing education
      1. Computing education programs
        Computer science education
        Information science education

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Published In

SIGCSE '15: Proceedings of the 46th ACM Technical Symposium on Computer Science Education

February 2015

766 pages

ISBN:9781450329668

DOI:10.1145/2676723

General Chairs:
Adrienne Decker
Rochester Institute of Technology
,
Kurt Eiselt
University of British Columbia
,
Program Chairs:
Carl Alphonce
University at Buffalo
,
Jodi Tims
Baldwin Wallace College

Permission to make digital or hard copies of part or all of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for third-party components of this work must be honored. For all other uses, contact the Owner/Author.

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Association for Computing Machinery

New York, NY, United States

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Published: 24 February 2015

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National Science Foundation

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SIGCSE '15

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SIGCSE

SIGCSE '15: The 46th ACM Technical Symposium on Computer Science Education

March 4 - 7, 2015

Missouri, Kansas City, USA

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SIGCSE '15 Paper Acceptance Rate 105 of 289 submissions, 36%;

Overall Acceptance Rate 1,787 of 5,146 submissions, 35%

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Karaman GSeferoğlu S(2024)Identification of Performance, Motivation, and Support Needs in Coding Education Provided for the Students with Mild Intellectual DisabilitiesEducational Academic Research10.33418/education.1487199(82-92)Online publication date: 9-Dec-2024
https://doi.org/10.33418/education.1487199
Mountapmbeme A(2022)Understanding and Addressing Accessibility Barriers Faced by People with Visual Impairments on Block-Based Programming Environmentsundefined10.12794/metadc2048605Online publication date: Dec-2022
https://doi.org/10.12794/metadc2048605
Mountapmbeme AOkafor OLudi S(2022)Addressing Accessibility Barriers in Programming for People with Visual Impairments: A Literature ReviewACM Transactions on Accessible Computing10.1145/350746915:1(1-26)Online publication date: 21-Mar-2022
https://dl.acm.org/doi/10.1145/3507469
Goolsby BPawluk DKim HFusco G(2021)A Tangible Block Editor for the Scratch Programming LanguageExtended Abstracts of the 2021 CHI Conference on Human Factors in Computing Systems10.1145/3411763.3451833(1-6)Online publication date: 8-May-2021
https://dl.acm.org/doi/10.1145/3411763.3451833
Hu HHeiner CMcCarthy JAlphonce CTims JCaspersen MEdwards S(2016)Deploying Exploring Computer Science StatewideProceedings of the 47th ACM Technical Symposium on Computing Science Education10.1145/2839509.2844622(72-77)Online publication date: 17-Feb-2016
https://dl.acm.org/doi/10.1145/2839509.2844622
Snodgrass MIsrael MReese G(2016)Instructional supports for students with disabilities in K-5 computingComputers & Education10.1016/j.compedu.2016.04.011100:C(1-17)Online publication date: 1-Sep-2016
https://dl.acm.org/doi/10.1016/j.compedu.2016.04.011

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Below the Surface: Analyzing the Level of Detail and Depth of Coverage in Library and Information Science Syllabi Addressing Disability and Accessibility

Accessibility and Disability in PreK-12 CS: Results from a Landscape Survey of Teachers

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