With the increasing importance of accessibility awareness and knowledge as both a moral imperative and an employment differentiator, it is incumbent on educational programs to have demonstrated ability to teach these skills. We report on our year-long evaluation of university students' accessibility awareness and knowledge following a week of accessibility lectures as part of courses on Human-Computer Interaction (HCI). We report gains in awareness and knowledge when accessibility lectures were part of the course. We describe the test battery developed to measure these skills, and describe our ongoing longitudinal research to measure the effectiveness of several interventions for teaching inclusive thinking in undergraduate computing courses.
Stored only when both papers are in the corpus — 29 citations exist upstream.