Exploring pedagogical culture for accessibility education in computing science
Exploring pedagogical culture for accessibility education in computing science
复制标题
探索计算机科学无障碍教育的教学文化
DOI：
10.1145/2899475.2899490
复制
发表时间：
2016
期刊：
影响因子：
--
通讯作者：
D. Sloan
中科院分区：
文献类型：
--
作者：
S. Lewthwaite;D. Sloan
本文通过教育学（涉及教育的理论和实践）的视角确定了教与学可及性的一些挑战。我们认为，计算机科学中的无障碍教育对那些从事无障碍能力建设的人来说，呈现出一系列独特而具有挑战性的特征。在将可访问性嵌入学术课程和专业领域方面正在采取重大举措。然而，通过对无障碍教学文献的定性专题回顾，我们发现该领域缺乏必要的教学文化来支持广泛的卓越教学和学习。尽管如此，我们的回顾确定了这些虽小但重要的文献的各个方面，这些方面表明如何通过研究、辩论和讨论来激发无障碍教学文化，以促进对整个领域的更以教学为基础的方法。
This paper identifies some of the challenges of teaching and learning accessibility through the lens of pedagogy (which deals with the theory and practice of education). We argue that accessibility education in computing science presents a set of unique and challenging characteristics for those engaged in accessibility capacity building. Significant moves are being made to embed accessibility within academic curricula and professional domains. However, through a qualitative thematic review of the accessibility pedagogic literature, we find that the field lacks the pedagogic culture necessary to support widespread excellence in teaching and learning. Nonetheless, our review identifies aspects of this small but important literature that indicate how a pedagogic culture for accessibility can be stimulated through research, debate and discussion, to promote a more pedagogically-grounded approach to the field as a whole.