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Millions of children around the world learn to code by creating with Scratch and other block-based programming languages. However, these programming environments typically are not accessible for blind and visually impaired children to tinker, create, and learn alongside their sighted peers. This paper discusses the ongoing development of the OctoStudio coding app to support accessibility and tinkerability for blind and visually impaired learners. We discuss how we have applied core principles of tinkerability to create an accessible, mainstream app for use on mobile phones and tablets. We describe our iterative development process in collaboration with educators who specialize in the design and testing of accessible technologies for children. We conclude with suggestions for how the core principles of designing for tinkerability can be expanded to support accessibility and engagement of blind and visually impaired learners internationally. 

Millions of children around the world learn to code by creating with Scratch and other block-based programming languages. However, these programming environments typically are not accessible for blind and visually impaired children to tinker, create, and learn alongside their sighted peers. This paper discusses the ongoing development of the OctoStudio coding app to support accessibility and tinkerability for blind and visually impaired learners. We discuss how we have applied core principles of tinkerability to create an accessible, mainstream app for use on mobile phones and tablets. We describe our iterative development process in collaboration with educators who specialize in the design and testing of accessible technologies for children. We conclude with suggestions for how the core principles of designing for tinkerability can be expanded to support accessibility and engagement of blind and visually impaired learners internationally. 

In this poster, we share an example of designing for belonging in a new app for creative expression, developed in collaboration with community-based educators who are working to expand learning opportunities for children and families from marginalized groups. These partners are not recruited for a single participatory design event, but rather partnerships are emergent, ongoing, and part of a larger shared process to support more expressive, collaborative, and equitable computational experiences. We discuss three core design considerations that prioritize designing for belonging in the app influenced by global partners.