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  1. Carmo, M. (Ed.)
    To succeed in the 21stcentury, students need to acquire skills that are critical to the workforce such as collaboration, social skills, and technology literacy (World Economic Forum, 2016). Individuals with disabilities (D) must develop the same skills as their peers without disabilities. Unfortunately, college students with disabilities often find computing courses frustrating and are more vulnerable to lower academic self-concept, academic challenges, and disability stigma (Kim & Kutscher, 2021). Although computing disciplines often provide good job opportunities, Students with D who enrolled in computing courses are especially at risk of falling behind and dropping out of introductory programming courses (Richman et al., 2014). To address the problem, we examined the use of pair programming, a collaborative approach to programming, as a pedagogic method to improve students with disabilities’ attitudes toward programming in undergraduate computer courses. There is a need to study effective instructional approaches that can facilitate learning and improve the outcomes of students with D. 
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  2. Zhang, Xihui (Ed.)
    It is important to ensure educational equity for students with disabilities in online courses as more courses are taught online during the pandemic. This conceptual paper describes the key barriers for instructors to implement inclusive online classes, particularly technology courses, during the COVID-19 pandemic and suggests specific strategies to mitigate the negative impact on students with disabilities. We hope that this paper will motivate more Information Technology/Information Systems (IT/IS) instructors to implement more inclusive and accessible online courses to keep all students, including students with disabilities, motivated and engaged in online environments throughout the pandemic. 
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  3. SITE (Ed.)
    Peer learning through pair programming is a type of collaborative learning that involves students working in pairs to discuss computer programming concepts or develop codes to solve problems. The Zoom breakout room method is applied to teach pair programming in a virtual classroom during the COVID-19 environment. By facilitating pair programming in a virtual learning environment, we gained valuable experience in promoting collaborative learning, active learning, and problem-based learning activities in a cloud setting. 
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  4. SITE (Ed.)
    This paper is the report on the findings of a three-year study conducted in undergraduate computer science courses. It also describes the changes made to deal with COVID-19 during the summer and fall of 2020. We collected data on over 800 students with approximately 35 students identified as having learning disabilities (LD). These students were not professional programmers in a computer science department; rather, they were students from a Business College. Our preliminary results show that pair programming improved (a) teamwork and communication between the pairs; (b) confidence in students; and (c) comprehension and learning for all students. Thus, our preliminary results indicate that pair programming improved everyone’s performance. Educators should consider the importance of collaboration with other disciplines when creating inclusive environments for students with disabilities. 
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  5. SITE (Ed.)
    Persons with learning disabilities (LD) are underrepresented in computer science and information technology fields despite the explosion of related career opportunities and interest. In this study, we examine the use of pair programming as a collaborative intervention in with computer programming and compare students with learning disabilities to students who do not have learning disabilities. We concentrate on situational motivation constructs which tap into the desire to meet goals and acquire skills. We find that students with LD and similar students without LD fare the same. For the both groups, three of the four situational motivation subscales increase after the introduction of pair programming. The use of pair programming holds promise as an educational intervention for all students including those with learning disabilities. 
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