Glossary

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C-Print(also: C-Print Pro)

A meaning-for-meaning real-time captioning service where a trained captioner produces a condensed transcription of spoken classroom content, as opposed to the verbatim word-for-word transcription provided by CART. C-Print captioners are trained in text-condensing strategies that…

Capacity Building(also: Research Capacity Building, Capability Development)

The process of developing and strengthening the skills, resources, and infrastructure that enable individuals, communities, and organizations to carry out research, develop technologies, and advocate for their needs effectively. In accessibility, capacity building involves…

Career Development Learning(also: CDL, Career Readiness Education)

Educational activities and resources that develop students' capabilities for transitioning from higher education to employment, including self-awareness, opportunity awareness, decision-making, and transition skills. For students with disabilities, accessible career development…

Children with Vision Impairments(also: CVI, Students with Visual Impairments, Blind Students)

Children and young people who are blind or have low vision, requiring adapted educational approaches including Braille instruction, tactile learning materials, audio resources, and assistive technology. India has the world's largest population of children with vision…

Choice-Making(also: Choice Board, Aided Choice)

A structured communication and learning strategy in which an individual is presented with two or more options and supported to make a selection, often using pictures, objects, or symbols. Choice-making is a foundational skill in autism education and therapy, serving multiple…

Code Jumper(also: Project Torino)

An accessible physical programming toolkit originally developed by Microsoft Research (under the name Project Torino) that uses tangible pods connected by cables to teach programming concepts to children with visual impairments. Each pod represents a programming construct such…

Cognitive Load Theory(also: CLT)

An instructional design theory proposing that learning is hindered when too much information is processed at once, overwhelming working memory. In sign language learning, cognitive load is particularly high because learners must simultaneously process and produce multiple…

Collaborative Learning(also: Cooperative Learning)

An educational approach involving two or more individuals working together to build knowledge or skills through interaction, information sharing, and joint problem-solving. In sign language education, collaborative learning aligns with social constructivist and sociocultural…

Collaborative Note-Taking(also: Shared Note-Taking, Co-Note-Taking)

An educational practice where two or more people collectively take notes, annotate content, exchange feedback, and ask questions about material being learned. In the context of disability support in higher education, collaborative note-taking transforms the traditionally…

Community of Practice(also: CoP)

A group of people who share a common interest or concern and learn together through regular interaction, sharing knowledge, and collaborative problem-solving. In technology adoption contexts, communities of practice form organically when groups such as older adults in…

Computational Thinking(also: Algorithmic Thinking)

A problem-solving approach that involves breaking complex problems into smaller steps, identifying patterns, abstracting details, and designing step-by-step solutions—similar to how a computer processes instructions. In the context of smart home accessibility, computational…

Computer Science Education(also: CS Education)

The field of teaching and learning computing concepts, programming, and computational thinking across K-12, post-secondary, and professional contexts. CS education relies heavily on visual representations — code editors, diagrams of data structures and algorithms, flowcharts,…

Computer-Aided Instruction(also: CAI, Computer-Assisted Learning, Computer-Based Instruction)

Computer-Aided Instruction (CAI) is the use of computer software to deliver educational content, practice exercises, and assessment in a structured learning environment. In accessibility contexts, CAI is particularly valuable for individuals with disabilities because it can…

Computer-Assisted Language Learning(also: CALL, Computer-Aided Language Learning)

Computer-Assisted Language Learning (CALL) refers to the use of computers and digital technology to support language education and pronunciation training. CALL systems often incorporate automatic speech recognition to provide feedback on learner pronunciation, detect…

Computer-Based Intervention(also: CBI, Technology-Based Intervention, Digital Intervention)

A structured programme delivered through computer technology that aims to teach, rehabilitate, or support skill development. In accessibility contexts, computer-based interventions use software applications — often on tablets or other mainstream devices — to provide interactive…

Computer-Based Speech Training(also: CBST, Computer-Aided Speech Training, CAST)

Computer-based speech training (CBST) refers to software systems designed to help individuals improve their speech production through automated exercises, feedback, and practice. These systems typically present target words or utterances, capture the user's speech through a…

Connected Learning

A culturally-embedded learning paradigm developed by Mizŭko Ito and colleagues that frames rich learning as emerging from interest-driven, peer-supported, and academically-oriented activities across a network of everyday settings — including online affinity communities, fandoms,…

Constructionism(also: Constructionist Learning)

A learning theory developed by Seymour Papert proposing that people learn most effectively when actively constructing artifacts that are personally meaningful. In accessibility and therapeutic contexts, constructionism informs the design of technologies that give users…

Constructivism(also: Constructivist Learning Theory)

An educational theory that holds that learners actively construct their own understanding and knowledge through experience, exploration, and reflection rather than passively receiving information. In accessibility and assistive technology contexts, constructivism informs the…

Continuing Professional Development(also: CPD, Professional Development)

The ongoing process through which professionals maintain, update, and expand their knowledge and skills throughout their careers. In the context of digital accessibility, CPD programs train developers, designers, content creators, and educators on inclusive design practices,…

Cooperative Inquiry(also: Co-Inquiry)

A participatory design methodology that involves children as full design partners throughout the technology development process, from initial brainstorming through prototyping and evaluation. Developed by Allison Druin and colleagues, cooperative inquiry treats children not…

Corrective feedback(also: Error correction feedback, Instructional feedback)

Specific information provided to a user after an action that identifies what was done incorrectly and how to improve on the next attempt. In accessible interaction design, corrective feedback for blind users is typically delivered through text-to-speech (e.g., "make it longer,"…

Course Management System(also: CMS, Learning Management System, LMS)

A software platform used by educational institutions to create, manage, and deliver course content, track student performance, and facilitate communication between instructors and students. Examples include Blackboard, Canvas, and Moodle. Course management systems present…

Crip time(also: Crip temporality)

A disability studies concept, developed by scholar Alison Kafer, that recognizes how disabled and chronically ill people experience and navigate time differently due to bodily, cognitive, or systemic factors. Rather than forcing conformity to linear, clock-based productivity…

Critical Period(also: Critical Period Hypothesis, Sensitive Period)

A developmental window during early childhood when the brain is especially receptive to acquiring language. If sufficient language input is not received during this period, language development may be significantly and permanently impaired. The critical period is particularly…

Cross-Modal Consistency(also: Multimodal Consistency, Cross-Modal Alignment)

The alignment and coherence of information presented simultaneously through different sensory channels — such as touch and hearing, or vision and sound. In accessible education, cross-modal consistency ensures that what a blind user feels through tactile graphics matches what…

Cultural Barrier(also: Cultural Challenge)

Social and cultural norms that impede learning or participation in certain activities. In sign language education, cultural barriers significantly affect hearing learners' ability to produce non-manual signs, as exaggerated facial expressions required in ASL may feel…

Culture of Accessibility

An organizational or institutional environment in which accessibility is embedded as a core value throughout all processes, practices, and products rather than treated as an afterthought or compliance requirement. In educational contexts, a culture of accessibility means…

28 results.