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- research-articleJuly 2024
I Don’t Want to Sound Rude, but It’s None of Their Business: Exploring Security and Privacy Concerns around Assistive Technology Use in Educational Settings
ACM Transactions on Accessible Computing (TACCESS), Volume 17, Issue 2Article No.: 7, Pages 1–30https://doi.org/10.1145/3670690Students with disabilities often use assistive technology to gain equal access to educational content. However, using this technology can lead to security and privacy concerns, including the possibility of disclosing a disability. In this work, we explore ...
- Work in ProgressMay 2024
Perspectives of Assistive Technology Industry Professionals on AT for Children
CHI EA '24: Extended Abstracts of the CHI Conference on Human Factors in Computing SystemsArticle No.: 266, Pages 1–7https://doi.org/10.1145/3613905.3650902Assistive technology (AT) can help children with disabilities improve their learning outcomes, social skills, and autonomy, but past work has shown that AT is often abandoned or underutilized in classrooms and at home. However, little research focuses on ...
- demonstrationOctober 2019
Making the Blockly Library Accessible via Touchscreen
ASSETS '19: Proceedings of the 21st International ACM SIGACCESS Conference on Computers and AccessibilityPages 648–650https://doi.org/10.1145/3308561.3354589Block-based programming environments are a popular way to learn programming. Many of these libraries, including Scratch and MIT's App Inventor, are built on the Blockly library from Google. Unfortunately, programs built with the Blockly library are ...
- demonstrationOctober 2019
Demo: Expanding Blocks4All with Variables and Functions
- Jacqueline Shao Yi Ong,
- Nana Adwoa O. Amoah,
- Alison E. Garrett-Engele,
- Mariella Irene Page,
- Katherine R. McCarthy,
- Lauren R. Milne
ASSETS '19: Proceedings of the 21st International ACM SIGACCESS Conference on Computers and AccessibilityPages 645–647https://doi.org/10.1145/3308561.3354588Blocks-based programming environments are often inaccessible for children with visual impairments who cannot interact with their visual components. We present our work on expanding Blocks4All, a touchscreen-based blocks-based programming environment ...
- research-articleMay 2019
Understanding the Impact of TVIs on Technology Use and Selection by Children with Visual Impairments
CHI '19: Proceedings of the 2019 CHI Conference on Human Factors in Computing SystemsPaper No.: 424, Pages 1–13https://doi.org/10.1145/3290605.3300654The use of technology in educational settings is extremely common. For many visually impaired children, educational settings are the first place they are exposed to the assistive technology that they will need to access mainstream computing devices. ...
- abstractFebruary 2019
Blocks4All: Making Blocks-Based Programming Languages Accessible for Children with Visual Impairments
SIGCSE '19: Proceedings of the 50th ACM Technical Symposium on Computer Science EducationPage 1290https://doi.org/10.1145/3287324.3293755Block-based programming environments such as Scratch are designed to make programming easier to learn for both children and adults. Unfortunately, these environments rely so heavily on visual features that they are inaccessible to people who are blind ...
- research-articleApril 2018
Values, Identity, and Social Translucence: Neurodiverse Student Teams in Higher Education
CHI '18: Proceedings of the 2018 CHI Conference on Human Factors in Computing SystemsPaper No.: 499, Pages 1–13https://doi.org/10.1145/3173574.3174073To successfully function within a team, students must develop a range of skills for communication, organization, and conflict resolution. For students on the autism spectrum, these skills mirror the social, communicative, and cognitive experiences that ...
- research-articleApril 2018
Blocks4All: Overcoming Accessibility Barriers to Blocks Programming for Children with Visual Impairments
CHI '18: Proceedings of the 2018 CHI Conference on Human Factors in Computing SystemsPaper No.: 69, Pages 1–10https://doi.org/10.1145/3173574.3173643Blocks-based programming environments are a popular tool to teach children to program, but they rely heavily on visual metaphors and are therefore not fully accessible for children with visual impairments. We evaluated existing blocks-based environments ...
- posterOctober 2017
Value Sensitive Design for Neurodiverse Teams in Higher Education
ASSETS '17: Proceedings of the 19th International ACM SIGACCESS Conference on Computers and AccessibilityPages 353–354https://doi.org/10.1145/3132525.3134787In a neurodiverse team, such as one comprised of students with autism and neurotypical students, social interaction and cognitive styles differ. We used a Value-Sensitive Design (VSD) approach to explore the role of technology in supporting the diverse ...
- demonstrationOctober 2017
Blocks4All Demonstration: a Blocks-Based Programming Environment for Blind Children
ASSETS '17: Proceedings of the 19th International ACM SIGACCESS Conference on Computers and AccessibilityPages 313–314https://doi.org/10.1145/3132525.3134774Blocks-based programming environments, such as Scratch and Blockly, are designed to make learning programming easier for young children. They are increasingly being used for both formal and informal curriculum, such as many of Code.org's hour of code ...
- research-articleFebruary 2017
Blocks4All: making block programming languages accessible for blind children
ACM SIGACCESS Accessibility and Computing (SIGACCESS), Issue 117Pages 26–29https://doi.org/10.1145/3051519.3051525Block programming languages, such as Scratch and Blockly, are being used as to introduce children to programming, but because they rely heavily on visual aspects, blind children are being left behind their peers in access to computer science education. ...
- research-articleJanuary 2016
Tactile Graphics with a Voice
- Catherine M. Baker,
- Lauren R. Milne,
- Ryan Drapeau,
- Jeffrey Scofield,
- Cynthia L. Bennett,
- Richard E. Ladner
ACM Transactions on Accessible Computing (TACCESS), Volume 8, Issue 1Article No.: 3, Pages 1–22https://doi.org/10.1145/2854005We discuss the development of Tactile Graphics with a Voice (TGV), a system used to access label information in tactile graphics using QR codes. Blind students often rely on tactile graphics to access textbook images. Many textbook images have a large ...
- research-articleOctober 2015
Exploring the Opportunities and Challenges with Exercise Technologies for People who are Blind or Low-Vision
ASSETS '15: Proceedings of the 17th International ACM SIGACCESS Conference on Computers & AccessibilityPages 203–214https://doi.org/10.1145/2700648.2809846People who are blind or low-vision may have a harder time participating in exercise due to inaccessibility or lack of experience. We employed Value Sensitive Design (VSD) to explore the potential of technology to enhance exercise for people who are ...
- research-articleApril 2015
StructJumper: A Tool to Help Blind Programmers Navigate and Understand the Structure of Code
CHI '15: Proceedings of the 33rd Annual ACM Conference on Human Factors in Computing SystemsPages 3043–3052https://doi.org/10.1145/2702123.2702589It can be difficult for a blind developer to understand and navigate through a large amount of code quickly, as they are unable to skim as easily as their sighted counterparts. To help blind developers overcome this problem, we present StructJumper, an ...
- research-articleOctober 2014
BraillePlay: educational smartphone games for blind children
ASSETS '14: Proceedings of the 16th international ACM SIGACCESS conference on Computers & accessibilityPages 137–144https://doi.org/10.1145/2661334.2661377There are many educational smartphone games for children, but few are accessible to blind children. We present BraillePlay, a suite of accessible games for smartphones that teach Braille character encodings to promote Braille literacy. The BraillePlay ...
- research-articleOctober 2014
Tactile graphics with a voice: using QR codes to access text in tactile graphics
ASSETS '14: Proceedings of the 16th international ACM SIGACCESS conference on Computers & accessibilityPages 75–82https://doi.org/10.1145/2661334.2661366Textbook figures are often converted into a tactile format for access by blind students. These figures are not truly accessible unless the text within the figures is also made accessible. A common solution to access text in a tactile image is to use ...
- demonstrationOctober 2014
Tactile graphics with a voice demonstration
ASSETS '14: Proceedings of the 16th international ACM SIGACCESS conference on Computers & accessibilityPages 321–322https://doi.org/10.1145/2661334.2661349Textbook images are converted into tactile graphics to be made accessible to blind and low vision students. The text labels on these graphics are an important part of the image and must be made accessible as well. The graphics usually have the labels ...
- research-articleOctober 2013
VBGhost: a braille-based educational smartphone game for children
ASSETS '13: Proceedings of the 15th International ACM SIGACCESS Conference on Computers and AccessibilityArticle No.: 75, Pages 1–2https://doi.org/10.1145/2513383.2513396We present VBGhost: an accessible, educational smartphone game for people who are blind or low vision. It is based on the word game Ghost, in which players take turns adding letters to a word fragment while attempting to not complete a word. VBGhost ...