Numerous African American and Hispanic Students with disabilities are confronted with systemic and policy-based challenges preventing access to K-12 STEM-related and computer science education. In addition, the African American and Hispanic Students with Disabilities in the Computer Science Research Alliance conducted an NSF-funded study to understand teachers’ perceptions of district and school policies and practices that hinder the participation of African American and Hispanic students with disabilities in computer science education in Central Texas. The project’s research study fills a critical gap in the literature concerning the systemic barriers affecting African American and Hispanic students with disabilities in K12 computer science education.
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This content will become publicly available on May 16, 2025
Accessibility and Disability in PreK-12 CS: Results from a Landscape Survey of Teachers
Despite the interest in equity, little research has considered students with disabilities in PreK-12 computer science education. The 2022 Computer Science Teachers Association and Kapor Center facilitated Landscape Survey of PreK-12 CS Teachers, which had over 2200 responses, gives us new insight. There were few significant differences between the experiences and perceptions of teachers with disabilities and those without. Accessibility was the least taught computing concept. Furthermore, teachers reported on a variety of barriers that students with disabilities encounter related to structural barriers, students choosing note to take CS, and teachers' perceptions of student ability. The findings point to the need for interventions related to resources, outreach, and policy.
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- PAR ID:
- 10537912
- Publisher / Repository:
- ACM
- Date Published:
- ISBN:
- 9798400706264
- Page Range / eLocation ID:
- 13 to 20
- Format(s):
- Medium: X
- Location:
- Atlanta GA USA
- Sponsoring Org:
- National Science Foundation
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