Breaking Barriers in Computer Science Education for Visually Impaired Students

By Frank Devereaux

When Hanna Martin, the innovative Educational Technology Integration Specialist at Wisconsin’s Center for the Blind and Visually Impaired (WCBVI) in Janesville, reached out to me about the lack of high-quality computer science instructional materials for her students, I knew a challenge lay ahead. Many online resources struggled with accessibility for screen readers or were too advanced, leaving a gap in suitable educational tools. Adding to our frustration, some physical computing devices used in the past had been discontinued.

Drawing from my experience in the micro:bit Champions Program and a Computational Thinking Symposium hosted by Sphero, I saw an opportunity to introduce physical computing devices to Hanna's students. The versatile micro:bit microcontroller offered numerous coding projects, and I envisioned creating options accessible to students with limited or no vision. Inspired by their frequent excursions to local cafes and nature trails while carrying their backpacks, I proposed projects like programming a step counter or creating backpack alarms to protect their belongings.

However, integrating these ideas wasn’t without its challenges. Despite the micro:bit’s having some of its own sensors, I wanted to enhance the tactile experience. Partnering it with Sphero’s littleBits magnetic input and output devices seemed ideal to provide a more tangible learning experience. Yet, I still needed to address the issue of making coding accessible through screen readers.

Applying my design thinking skills learned from all my years teaching in my makerspace, I devised a solution: laser-cutting cardboard code blocks to complement the physical nature of the project. Collaborating with Hanna and the Braille instructor, Karen Heesen, we labeled each block with the necessary coding terminology in Braille, ensuring every student could participate fully.

   

With the support of Colleen Fehrenbach, the amazing science teacher at WCBVI, we introduced foundational coding concepts like decomposition, pattern recognition, abstraction, and algorithm design through an engaging activity with a teeth-brushing simulation. Afterward, we discussed coding language, which included conditionals, sequences, and loops. Once the students had the background knowledge, we let them familiarize themselves with the devices just to get a feel (literally) where the buttons, ports, and switches were located on the micro:bits and littleBits. Eventually, we let them code a simple melody to start playing when buttons were pressed. We were even able to program the device to teleport the melody from one device to their partner through radio signals by shaking them as if they were “throwing” the song through the air.

On the final day, students eagerly chose between coding a step counter or a backpack alarm, demonstrating their newfound skills and problem-solving abilities. Despite encountering obstacles, such as realizing the littleBits magnets were not strong enough when placed into a backpack and jumbled around, the students persevered and used electrical tape to keep the power bit and buzzer output connected to the light sensor and micro:bit adapter to secure the device.

Overall, the students' reactions were priceless, underscoring the importance of inclusive education that provides meaningful learning experiences to all students, regardless of disability. The journey to make this coding unit accessible was challenging but immensely rewarding. Collaborating with engineers from Sphero, consulting with Braille instructors, and testing lessons with experienced teachers all contributed to overcoming barriers and maximizing learning outcomes.

Reflecting on this experience, I am inspired by the students' feedback and ideas for improvement. In future sessions, I plan to utilize large interactive displays for drag-and-drop coding which would allow students with limited vision to try the computer interface, introduce JavaScript to broaden their understanding of coding languages, and allow more time for students to create their own projects. 

This experience reinforces my belief in the transformative power of inclusive education. By removing barriers and providing diverse learning opportunities, we empower every student to thrive and contribute their unique perspectives to the field of computer science. Together with dedicated educators and supportive technology partners, we can continue breaking new ground in educational accessibility and equality. The creativity and innovation demonstrated by the students at WCBVI prove that sight impairment is no barrier to their limitless potential and vision to impact the world.

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About the Author: 

Frank Devereaux is an Innovative Deeper Learning Designer from the Madison area and works as a consultant for the CESA2 region of WI. His experience centers on the integration of technology in creative and innovative ways to support student learning in the classroom. Over the past few years, he has been diving into the realm of AI integration, Assistive Technologies and Accessibility, Inclusivity and Equity in STEAM curricula, and Design Thinking Projects for the Makerspace that are culturally relevant!

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