Accessibility in computer science education : shifting practice through dialogic pedagogy (workshop)

Imperatore, Gennaro and Karagiannidou, Eleni and Constantin, Aurora and Irfan, Muhammad and Elawady, Mohamed; Bradley, Steven and Southern, Karl, eds. (2026) Accessibility in computer science education : shifting practice through dialogic pedagogy (workshop). In: CEP '26: Proceedings of the 10th Computing Education Practice. Association for Computing Machinery (ACM), New York, pp. 47-48. ISBN 979-8-4007-2121-2 (https://doi.org/10.1145/3772338.3772340)

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Abstract

The number of people with disabilities in the UK is steadily increasing. At the same time, technology has become an indispensable part of daily life: people connect with each other and complete everyday tasks, such as, manage personal finances, shop and communicate with various service providers, through digital apps. When accessibility is lacking, users with disabilities are systematically excluded. As educators, we have a responsibility to advocate for the integration of accessibility across the Computer Science curriculum. In this workshop, we invite participants to collaboratively engage in a series of activities designed to explore practical, pedagogically informed ways to do this. We advocate moving away from the current paradigm in which accessibility is treated merely as an afterthought and an add-on in Human-Computer Interaction curriculum, towards an intentional praxis brought about through Dialogic Pedagogy.

ORCID iDs

Imperatore, Gennaro ORCID: https://orcid.org/0000-0002-7658-8264

Karagiannidou, Eleni ORCID: https://orcid.org/0000-0003-2113-1133

Irfan, Muhammad ORCID: https://orcid.org/0009-0008-0394-5727

Elawady, Mohamed ORCID: https://orcid.org/0000-0002-4930-3825

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• Item metadata

  Item type:	Book Section
  ID code:	95247
  Dates:	Date Event 8 January 2026 Published 7 January 2026 Published Online
  Subjects:	Science > Mathematics > Computer software
  Department:	Faculty of Science > Computer and Information Sciences Faculty of Humanities and Social Sciences (HaSS) > Strathclyde Institute of Education
  Depositing user:	Pure Administrator
  Date deposited:	09 Jan 2026 15:24
  Last modified:	22 Jan 2026 10:44
  URI:	https://strathprints.strath.ac.uk/id/eprint/95247