Techniques to Assist in Developing Accessibility Engineers
Jim A. Carter, David W. Fourney · 2007 · Proceedings of the 9th International ACM SIGACCESS Conference on Computers and Accessibility (Assets '07) · doi:10.1145/1296843.1296865
Summary
This paper describes the design and outcomes of CMPT 480/840 "Accessible Computing," a computer science course at the University of Saskatchewan focused on producing Accessibility Engineers rather than merely raising awareness of accessibility issues. The course, taught in January 2007 at the USERLab, enrolled one instructor, one teaching assistant, and nine students from diverse backgrounds. The authors position accessibility engineering as a discipline parallel to systems engineering, software engineering, and usability engineering — each dealing with specific methodologies for the development lifecycle of their respective domain. The course follows an active, learner-centred approach built around weekly critique exercises where students read research papers and identify five or more challenges and opportunities, explain their significance, and propose solutions. The 13-week curriculum progresses through introduction to accessibility issues, universal accessibility concepts, sensory limitations analysis, methodologies for providing accessibility (process-oriented and model-based), accessibility standards (ISO 9241-20, ISO 9241-171), cultural and linguistic accessibility, evaluation techniques, WAI guidelines, assistive technologies, adaptive technologies, advanced research topics, and student project presentations.
Key findings
The critique-based pedagogy proved highly effective: students averaged 2.7 excellent items per critique in week one, rising to 3.1 overall and reaching 3.5 in weeks with focused primary readings. The evolving discussion format — from instructor-presented full critiques in early weeks, to student-led discussion of named critique items on random cards, to fully student-driven discussions — built progressive independence and critical thinking skills. Students contributed directly to international standards work: after discussing the ISO/IEC JTC1 SWG-A User Needs Summary in class, the instructor forwarded student suggestions to ISO/IEC SC35, and four of five suggestions were accepted as completely new additions to the standard, with the fifth recognised as a new need for an existing category. The course also incorporated Accessibility Development Exercises (ADEs) — structured first-hand experiences with accessibility barriers and assistive technologies designed to develop practical understanding beyond theoretical knowledge. Three of nine students became interested in graduate work in accessibility, three student projects led to conference publications, and one project evolved into a master's thesis on UML diagram accessibility for blind developers.
Relevance
This paper provides a replicable blueprint for teaching accessibility engineering as a rigorous discipline within computer science programs. The critique-based methodology — requiring students to identify challenges, assess significance, and propose solutions in research papers — develops exactly the analytical skills accessibility professionals need. For organisations building accessibility teams, the course structure validates that accessibility engineering requires its own body of knowledge and methodologies, not just awareness training bolted onto existing curricula. The students' direct contribution to ISO standards demonstrates that even in a teaching context, meaningful accessibility work can be produced. The paper's framing of accessibility engineering as parallel to usability engineering — with its own lifecycle, methods, and professional identity — is important for establishing accessibility as a recognised engineering discipline rather than a compliance checkbox. The ADEs and the emphasis on first-hand experience with assistive technologies remain best practice for developing empathy and practical knowledge in accessibility professionals.
Tags: accessibility education · accessibility engineering · curriculum design · universal access · computer science education · professional development · ISO 9241 · WCAG
Standards referenced: ISO 9241-20 · ISO 9241-171 · ISO 13407 · ISO 16071 · WCAG 2.0 · AT-IT Compatibility Guidelines · ISO/IEC JTC1 SWG-A User Needs Summary