Making Programming Accessible to Learners with Visual Impairments: A Literature Review
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| Title: | Making Programming Accessible to Learners with Visual Impairments: A Literature Review |
|---|---|
| Language: | English |
| Authors: | Hadwen-Bennett, Alex, Sentance, Sue, Morrison, Cecily |
| Source: | International Journal of Computer Science Education in Schools. Apr 2018 2(2). |
| Availability: | International Journal of Computer Science Education in Schools. 83 Dollis Road, London N3 1RD, UK. 2-mail: info@ijcses.org; Web site: http://www.ijcses.org |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2018 |
| Document Type: | Journal Articles Information Analyses |
| Descriptors: | Programming, Accessibility (for Disabled), Visual Impairments, Auditory Stimuli, Tactile Adaptation, Manipulative Materials, Student Needs, Blindness, Models, Teaching Methods |
| ISSN: | 2513-8359 |
| Abstract: | Programming can be challenging to learn, and for visually impaired (VI) learners, there are numerous additional barriers to the learning process. Many modern programming environments are inaccessible to VI learners, being difficult or impossible to interface with using a screen reader. A review of the literature has identified a number of strategies that have been employed in the quest to make learning to program accessible to VI learners. These can be broadly divided into the following categories; auditory and haptic feedback, making text-based languages (TBLs) accessible, making block-based languages (BBLs) accessible and physical artefacts. A common theme among the literature is the difficulty VI learners have in gaining an understanding of the overall structure of their code. Much of the research carried out in this space to date focuses on the evaluation of interventions aimed at VI high-school and undergraduate students, with limited attention given to the learning processes of VI learners. Additionally, the majority of the research deals with TBLs, this is despite the fact that most introductory programming courses for primary learners use BBLs. Therefore, further research is urgently needed to investigate potential strategies for introducing VI children in primary education to programming and the learning processes involved. |
| Abstractor: | As Provided |
| Entry Date: | 2018 |
| Accession Number: | EJ1207407 |
| Database: | ERIC |
| FullText | Text: Availability: 0 CustomLinks: – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1207407 Name: ERIC Full Text Category: fullText Text: Full Text from ERIC |
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| Items | – Name: Title Label: Title Group: Ti Data: Making Programming Accessible to Learners with Visual Impairments: A Literature Review – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Hadwen-Bennett%2C+Alex%22">Hadwen-Bennett, Alex</searchLink><br /><searchLink fieldCode="AR" term="%22Sentance%2C+Sue%22">Sentance, Sue</searchLink><br /><searchLink fieldCode="AR" term="%22Morrison%2C+Cecily%22">Morrison, Cecily</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Computer+Science+Education+in+Schools%22"><i>International Journal of Computer Science Education in Schools</i></searchLink>. Apr 2018 2(2). – Name: Avail Label: Availability Group: Avail Data: International Journal of Computer Science Education in Schools. 83 Dollis Road, London N3 1RD, UK. 2-mail: info@ijcses.org; Web site: http://www.ijcses.org – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 11 – Name: DatePubCY Label: Publication Date Group: Date Data: 2018 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Information Analyses – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Programming%22">Programming</searchLink><br /><searchLink fieldCode="DE" term="%22Accessibility+%28for+Disabled%29%22">Accessibility (for Disabled)</searchLink><br /><searchLink fieldCode="DE" term="%22Visual+Impairments%22">Visual Impairments</searchLink><br /><searchLink fieldCode="DE" term="%22Auditory+Stimuli%22">Auditory Stimuli</searchLink><br /><searchLink fieldCode="DE" term="%22Tactile+Adaptation%22">Tactile Adaptation</searchLink><br /><searchLink fieldCode="DE" term="%22Manipulative+Materials%22">Manipulative Materials</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Needs%22">Student Needs</searchLink><br /><searchLink fieldCode="DE" term="%22Blindness%22">Blindness</searchLink><br /><searchLink fieldCode="DE" term="%22Models%22">Models</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink> – Name: ISSN Label: ISSN Group: ISSN Data: 2513-8359 – Name: Abstract Label: Abstract Group: Ab Data: Programming can be challenging to learn, and for visually impaired (VI) learners, there are numerous additional barriers to the learning process. Many modern programming environments are inaccessible to VI learners, being difficult or impossible to interface with using a screen reader. A review of the literature has identified a number of strategies that have been employed in the quest to make learning to program accessible to VI learners. These can be broadly divided into the following categories; auditory and haptic feedback, making text-based languages (TBLs) accessible, making block-based languages (BBLs) accessible and physical artefacts. A common theme among the literature is the difficulty VI learners have in gaining an understanding of the overall structure of their code. Much of the research carried out in this space to date focuses on the evaluation of interventions aimed at VI high-school and undergraduate students, with limited attention given to the learning processes of VI learners. Additionally, the majority of the research deals with TBLs, this is despite the fact that most introductory programming courses for primary learners use BBLs. Therefore, further research is urgently needed to investigate potential strategies for introducing VI children in primary education to programming and the learning processes involved. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2018 – Name: AN Label: Accession Number Group: ID Data: EJ1207407 |
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| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 11 Subjects: – SubjectFull: Programming Type: general – SubjectFull: Accessibility (for Disabled) Type: general – SubjectFull: Visual Impairments Type: general – SubjectFull: Auditory Stimuli Type: general – SubjectFull: Tactile Adaptation Type: general – SubjectFull: Manipulative Materials Type: general – SubjectFull: Student Needs Type: general – SubjectFull: Blindness Type: general – SubjectFull: Models Type: general – SubjectFull: Teaching Methods Type: general Titles: – TitleFull: Making Programming Accessible to Learners with Visual Impairments: A Literature Review Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Hadwen-Bennett, Alex – PersonEntity: Name: NameFull: Sentance, Sue – PersonEntity: Name: NameFull: Morrison, Cecily IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 04 Type: published Y: 2018 Identifiers: – Type: issn-electronic Value: 2513-8359 Numbering: – Type: volume Value: 2 – Type: issue Value: 2 Titles: – TitleFull: International Journal of Computer Science Education in Schools Type: main |
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