Examining Coding Applications for Accessibility

The considerations outlined below take into account applications within the design interface as well as instructional supports, such as pre-teaching, scaffolded instruction and adapted resources.

General Information

• Name of Application:

• Cost:

• Website:

• Device Requirements:

• Student needs to consider:

  • Reading
  • Writing
  • Cognitive
  • Visual perception
  • Fine motor

Accessibility Considerations

Think about each of the following potential barriers and challenges that impact the level of accessibility for your learner(s). Rate the severity of the barrier (0-5).

Reading Potential Barriers

• There are text instructions that require reading (i.e. materials are not presented through auditory means or supported by images).
• Text is used to label/categorize and is not accessible through auditory means or supported by images.
• There is challenging vocabulary that is not explained.
• There are tooltips/hints that require reading (i.e. are not presented through auditory means or supported by images).

Writing Potential Barriers

• Learners are required to type correctly spelled commands in order to carry out tasks.

Cognitive Potential Barriers

• Learners are required to store information and recall it later to carry out a task.
• Learners are required to follow a large number of steps sequentially that are not broken down.
• Learners are required to have an understanding/prior knowledge of certain concepts in order to carry out tasks. (i.e. left/right, sequencing)
• Learners are required to follow fast-paced instructions.
• Learners are required to follow instructions that are provided through limited means (i.e. only auditory but not visually).
• Learners are required to navigate across multiple screens.

Visual Perceptual Potential Barriers

• Learners are required to have good spatial awareness to carry out tasks.

Fine Motor Potential Barriers

• Learners are required to move items seamlessly using a small, single point of contact (i.e. finger use for drag-and-drop)
• Learners are required to manipulate small objects in close proximity (i.e. hold and rotate machinery pieces).
• Learners are required to effectively use a mouse (i.e. for scrolling, clicking, and dragging)
• Learners are required to perform complex gestures to carry out tasks. (i.e. pinch, 3 finger tap)
• Learners are required to put together small pieces of machinery.
• Learners are required to use small tools.
• Learnersuse alternate access devices for keyboard and mouse functions.

Potential Solution Ideas

Reading

• Text to speech tools
• Dictionary tools
• Word wall with symbols
• Colour coding

Writing

• Word prediction tool
• Speech input tool
• Option cards
• Partner assisted scanning
• Alternate keyboard

Cognitive

• Visual step-by-step sequences
• Checklists
• Anchor activity
• Picture supports
• Guided practice
• Repetition with variety
• Adapt physical materials
• Provide replicas of materials to isolate concepts

Visual Perceptual

• Anchor activities
• Visual replicas of materials to isolate concepts
• Manipulative items (i.e. ribbon, blocks, stickers)
• Directionality to bridge the gap between person and objects through physical orientation (i.e. identifying left/right of an object facing a different direction)
• Adapt abstract materials to make them more concrete

Fine Motor

• Use of a stylus
• Modifications of a selection tool
• Adjustment of accessibility settings
• Gesture creation
• Use of external alternate access devices
• Partner assisted scanning
• Modification/adaptation of concrete manipulative items

NOTE: Be sure to check the compatibility of a learner’s current support products with the coding application(s) being considered. In addition, instructions for the support products may be required prior the use and incorporating with coding instructions.