Accessibility Beyond Accommodations: A Systematic Redesign of Introduction to Computer Science for Students with Visual Impairments

TL;DR

This paper proposes a comprehensive, curriculum-level redesign for introductory computer science courses to enhance accessibility for students with visual impairments, emphasizing practical implementation without requiring specialized infrastructure.

Contribution

It introduces a holistic curriculum framework that integrates technical, pedagogical, and psychosocial components to improve inclusivity for visually impaired students in standard university settings.

Findings

Framework validated through expert consultation

Addresses both technical and pedagogical accessibility

Lays groundwork for future empirical evaluation

Abstract

Computer science education has evolved extensively; however, systemic barriers still prevent students with visual impairments from fully participating. While existing research has developed specialized programming tools and assistive technologies, these solutions remain fragmented and often require complex technical infrastructure, which limits their classroom implementation. Current approaches treat accessibility as individual accommodations rather than integral curriculum design, creating gaps in holistic educational support. This paper presents a comprehensive framework for redesigning introductory computer science curricula to provide equitable learning experiences for students with visual impairments without requiring specialized technical infrastructure. The framework outlines five key components that together contribute a systematic approach to curriculum accessibility: accessible learning resources with pre-distributed materials and tactile diagrams, in-class learning kits with hands-on demonstrations, structured support systems with dedicated teaching assistance, an online tool repository, and psychosocial support for classroom participation. Unlike existing tool-focused solutions, this framework addresses both technical and pedagogical dimensions of inclusive education while emphasizing practical implementation in standard university settings. The design is grounded in universal design principles and validated through expert consultation with accessibility specialists and disability services professionals, establishing foundations for future empirical evaluation of learning outcomes and student engagement while serving as a template for broader institutional adoption.