NotesFAQContact Us
Search Tips
Back to results
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1207407
Record Type: Journal
Publication Date: 2018-Apr
Pages: 11
Abstractor: As Provided
ISSN: EISSN-2513-8359
Making Programming Accessible to Learners with Visual Impairments: A Literature Review
Hadwen-Bennett, Alex; Sentance, Sue; Morrison, Cecily
International Journal of Computer Science Education in Schools, v2 n2 Apr 2018
Programming can be challenging to learn, and for visually impaired (VI) learners, there are numerous additional barriers to the learning process. Many modern programming environments are inaccessible to VI learners, being difficult or impossible to interface with using a screen reader. A review of the literature has identified a number of strategies that have been employed in the quest to make learning to program accessible to VI learners. These can be broadly divided into the following categories; auditory and haptic feedback, making text-based languages (TBLs) accessible, making block-based languages (BBLs) accessible and physical artefacts. A common theme among the literature is the difficulty VI learners have in gaining an understanding of the overall structure of their code. Much of the research carried out in this space to date focuses on the evaluation of interventions aimed at VI high-school and undergraduate students, with limited attention given to the learning processes of VI learners. Additionally, the majority of the research deals with TBLs, this is despite the fact that most introductory programming courses for primary learners use BBLs. Therefore, further research is urgently needed to investigate potential strategies for introducing VI children in primary education to programming and the learning processes involved.
International Journal of Computer Science Education in Schools. 83 Dollis Road, London N3 1RD, UK. 2-mail:; Web site:
Publication Type: Journal Articles; Information Analyses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A