Systems for Scaling Accessibility Efforts in Large Computing Courses

TL;DR

This paper describes a comprehensive approach combining technical and human systems to scale accessibility efforts in a large university computing course, improving accessibility practices and engagement among staff and students.

Contribution

It introduces scalable auditing, remediation, and training systems for accessibility in large courses, addressing challenges of scale and proactive accessibility management.

Findings

Increased engagement in accessibility practices among staff and students

Development of automated tools for accessibility testing and remediation

Successful implementation of proactive accessibility systems in a large course

Abstract

It is critically important to make computing courses accessible for disabled students. This is particularly challenging in large computing courses, which face unique challenges due to the sheer scale of course content and staff. In this experience report, we share our attempts to scale accessibility efforts for a large university-level introductory programming course sequence, with over 3500 enrolled students and 100 teaching assistants (TAs) per year. First, we introduce our approach to auditing and remediating course materials by systematically identifying and resolving accessibility issues. However, remediating content post-hoc is purely reactive and scales poorly. We then discuss two approaches to systems that enable proactive accessibility work. We developed technical systems to manage remediation complexity at scale: redesigning other course content to be web-first and accessible by default, providing alternate accessible views for existing course content, and writing automated tests to receive instant feedback on a subset of accessibility issues. Separately, we established human systems to empower both course staff and students in accessibility best practices: developing and running various TA-targeted accessibility trainings, establishing course-wide accessibility norms, and integrating accessibility topics into core course curriculum. Preliminary qualitative feedback from both staff and students shows increased engagement in accessibility work and accessible technologies. We close by discussing limitations and lessons learned from our work, with advice for others developing similar auditing, remediation, technical, or human systems.