Stephanie Ludi (University of North Texas, United States)
Debra Bernstein (TERC, United States)
Karen Mutch-Jones (TERC, United States)
ABSTRACT. Making technology and computer science learning experiences accessible to students with disabilities is an important step in preparing them to enter the workforce of the future--one in which many jobs will require skills to solve problems with technology. This paper presents the tool and curricular enhancements developed to make the Exploring Computer Science Robotics unit accessible to students with visual impairments (VI). It describes the evolution of these enhancements, based on formative evaluation studies, to increase support as VI students engaged in building and programming LEGO Mindstorms robots. Results describe the ways in which enhancements were iteratively designed in response to student data describing engagement and confidence, as well as their emerging understanding of top-down and bottom-up processes in robotics design and programming.