Web Development Training for Students That Are Blind
Claire Ferrari · 2019 · Proceedings of the 16th International Web for All Conference (W4A) · doi:10.1145/3315002.3332434
Summary
This doctoral consortium paper outlines a mixed-methods dissertation research plan for developing and evaluating a 10-day web development course specifically designed for students who are blind or have low vision. The author contextualizes the work within the employment landscape: while web development is the most in-demand programming skill set and web developer jobs are projected to grow 15% over the next decade, people with visual disabilities remain drastically underrepresented in the Science, Engineering, and Technology workforce. The research builds on the author's prior work co-teaching two courses (a 5-day and an 8-day course) and conducting six focus groups with a total of 40 adult participants with low vision and blindness. Previous iterations revealed key needs: increased screen reader proficiency training for file and browser navigation, more tactile manipulatives, a robust accessible design curriculum, and a longer, more intensive course format. The proposed 10-day course covers web basics, HTML, CSS, and JavaScript, with students building and publishing personal websites throughout. The research addresses four questions: what barriers exist for blind students learning web development; what techniques and tools facilitate their learning; whether a community-informed curriculum enhances knowledge, skills, and attitudes; and what lessons can inform future iterations.
Key findings
This paper presents a research plan rather than completed findings. The methodology combines qualitative semi-structured interviews with blind web development experts (to understand workflows, barriers, and learning processes), classroom observations during the intervention, pre- and post-intervention surveys measuring programming self-efficacy and intent to continue studying, unit-level quizzes (multiple choice and applied problem sets), and semi-structured exit interviews for participant reflection. Key success measures include statistically significant pre/post score differences, passing quiz scores, and continued desire and preparedness to pursue web development. The curriculum development is informed by expert stakeholders and participatory design principles, with the author explicitly noting the general lack of consultation with blind people in STEM curriculum development. Preliminary findings from prior iterations have already shaped the approach: the positive response to earlier workshops confirms demand, while identified gaps (screen reader proficiency, need for tactile materials, pacing issues) have been incorporated into the extended 10-day format.
Relevance
This research addresses a significant workforce inclusion gap. The author makes a compelling case that web development — rather than general computer science — is the most strategically important coding skill for blind people to learn, given its employment growth trajectory and the fact that blind web developers would inherently understand and advocate for web accessibility. The participatory design approach, involving blind experts and community members in curriculum development, reflects best practices in disability research. The paper also highlights an important virtuous cycle: increasing blind people's participation in web development would make the internet more accessible, which in turn benefits the broader disability community. For educators and accessibility practitioners, the preliminary findings from prior courses provide practical guidance: screen reader proficiency is a prerequisite that cannot be assumed even among regular screen reader users; tactile manipulatives support learning of visual design concepts; course pacing must account for the additional time required when learning through assistive technology; and accessible curriculum materials (delivered in HTML format compatible with screen readers) are essential. This work complements the same author's full paper on the Uganda coding camp (DOI 3317562), providing the broader dissertation framework that contextualizes those field experiences.
Tags: STEM accessibility · blindness · low vision · web development · coding education · accessible programming · self-efficacy · participatory design · vocational training · digital inclusion