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Demographic data on disability is being collected more and more by computing organizations. However, the meaning of that data can vary drastically depending on the ways that disability is defined (e.g., disabling conditions versus functional limitations) and determined (e.g., by experts or self-reported). In this paper we analyze the varying definitions and determinations of disability and how data about disability is collected by different organizations. We discuss issues associated with certain ways of collecting disability data and offer ways that disability data can be used to inform action towards more inclusive computing education. 

Disability and accessibility are often left out of policies and actions related to diversity, equity, and inclusion (DEI). Despite progress on including disability and accessibility in broadening participation in computing (BPC) efforts over the past fifteen years, the idea of including people with disabilities in the groups that are minoritized in computing is still not universal. In this article we document successes in including disability in BPC efforts and where and how improvement can be made. We will argue that without explicitly calling out disability and accessibility, DEI policies and actions replicate the ableism present in our existing institutions. 

A major goal of AP Computer Science Principles (CSP) is equity, that is, that all students should have the opportunity to learn computer science at a basic level. In this experience report, we explore how well the Code.org version of AP CSP meets the needs of Deaf students. We report on a professional development workshop for 14 teachers that teach at schools for the Deaf or in Deaf programs in mainstream schools. These schools and programs use the bilingual approach to teaching with instruction in American Sign Language (ASL) and other resources (e.g., textbooks, workbooks, videos, websites, computer apps, exams) in English. Synthesizing the experiences and advice of the teachers and workshop staff, we offer lessons learned for CS teachers in schools for the Deaf and Deaf programs in mainstream schools, mainstream CS teachers who may have one or a few Deaf students in their classes, and AP CSP content providers. Index Terms—Computer Science Principles, Deaf, English Language Learners, Bilingual, Professional Development 

A major goal of AP Computer Science Principles (CSP) is equity, that is, that all students should have the opportunity to learn computer science at a basic level. In this experience report, we explore how well the Code.org version of AP CSP meets the needs of Deaf students. We report on a professional development workshop for 14 teachers that teach at schools for the Deaf or in Deaf programs in mainstream schools. These schools and programs use the bilingual approach to teaching with instruction in American Sign Language (ASL) and other resources (e.g., textbooks, workbooks, videos, websites, computer apps, exams) in English. Synthesizing the experiences and advice of the teachers and workshop staff, we offer lessons learned for CS teachers in schools for the Deaf and Deaf programs in mainstream schools, mainstream CS teachers who may have one or a few Deaf students in their classes, and AP CSP content providers. Index Terms—Computer Science Principles, Deaf, English Language Learners, Bilingual, Professional Development