Tangible Progress: Tools, Techniques, and Impacts of Teaching Web Development to Screen Reader Users
Claire Ferrari, Devorah Kletenik, Kate Sonka, Amy Hurst · 2023 · ACM Transactions on Accessible Computing · doi:10.1145/3585315
Summary
This paper presents the design, implementation, and longitudinal evaluation of a free, remote web development workshop specifically designed for screen reader users. The nine-week workshop, delivered during the COVID-19 pandemic, taught HTML, CSS, and JavaScript to 12 blind participants, supported by 12 volunteer teaching assistants in a 1:1 ratio. The curriculum addressed the unique challenges screen reader users face when learning visual design concepts like CSS layouts, color theory, and typography. A central innovation was the use of custom tactile diagrams mailed to participants, covering eight concepts including font types, font sizes, the CSS box model, page alignment, and color wheels. These physical artifacts provided concrete, tangible references for traditionally visual concepts that are difficult to convey through audio alone. The workshop website was built to WCAG 2.1 standards with matched lecture content, structured navigation, and comprehensive resources. The research employed mixed methods including pre/post surveys measuring self-efficacy and learning outcomes, in-class quizzes, exit interviews with both students and TAs, and notably, one-year follow-up interviews to assess lasting impacts. This longitudinal approach distinguishes the study from typical workshop evaluations that only capture immediate outcomes.
Key findings
Pre/post surveys revealed statistically significant increases in student self-efficacy across all web development domains. HTML instruction was most successful, with students demonstrating strong understanding of semantic structure and navigation. CSS presented challenges due to its visual nature—students found concepts like color and spatial layout "ephemeral" and "elusive" until tactile diagrams made them concrete. JavaScript proved most difficult, with students needing more time than allocated. Tactile diagram evaluation showed universal appreciation, with the box model, color wheel, and font-type diagrams rated most helpful. Students reported the diagrams "really helped to solidify things" and made visual concepts tangible. The font-family diagram was least helpful due to production quality issues (text too small to read tactilely). One-year follow-up interviews (n=8 students, n=8 TAs) revealed lasting impacts: four students reported direct career changes or job acquisition, with one becoming an accessibility specialist. Students continued applying design concepts in daily life, from fashion choices to advocating for web accessibility. TAs reported transformed understanding of accessibility, with several incorporating accessibility practices into their professional work and one helping shift their agency's product development process to consider accessibility from the start.
Relevance
This research provides a practical blueprint for teaching web development to blind learners, addressing a significant gap in accessible technical education. The tactile diagram approach offers a replicable method for conveying visual concepts—practitioners running similar programs should consider embossed or Swell Form diagrams with Braille labels in 22pt font and contrasting textures. The service learning model demonstrates mutual benefit: students gain marketable skills while TAs develop deep accessibility understanding through direct collaboration with assistive technology users. This challenges the assumption that accessibility knowledge flows one direction and suggests organizations could build accessibility culture through structured mentorship programs. For accessibility educators, the finding that HTML was most accessible while JavaScript presented significant challenges suggests curriculum pacing should allocate more time to complex topics. The remote format proved viable, enabling geographic reach to participants who couldn't access in-person instruction, though students noted trade-offs in community-building and physical collaboration opportunities.
Tags: web development education · screen readers · tactile diagrams · blind users · service learning · accessible curriculum · remote learning
Standards referenced: WCAG 2.1 · ARIA