Present code in text, not images
Always provide code examples as actual text (in documents or on web pages) rather than screenshots. Text allows a screen reader to read the code character by character or line by line.
- If using Word or PDF for code, use a monospaced font and proper spacing. Even better, share code via a platform that supports syntax highlighting and accessibility (e.g. a code block in Blackboard or a gist link). This way, students can copy, paste, or run the code themselves.
- Ally will flag images of code as missing alt text; while you could add alt text describing the code, it’s far superior to just share the code as text so it’s fully accessible and searchable.
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Comment and document code verbosely
Encourage adding comments to code that explain sections – this not only helps all learners understand the logic but also assists those who might have trouble parsing complex logic.
- For example, a block of code could be preceded by a comment like // This function sorts the array using bubble sort which a screen reader will read out.
- If a student has a reading or cognitive disability, explanatory comments and clear variable naming can reduce cognitive load. It’s a good teaching practice that doubles as an accessibility benefit.
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Accessible programming tools
If students are expected to use certain IDEs or development tools, try to pick those known for better accessibility.
- For instance, Visual Studio Code is quite popular and has good screen reader support (with the right extensions), and it can be operated via keyboard. It also has an option called High Contrast theme for low-vision users and integrates with Live Share for pair programming (which could be used to have an assistant or tutor help).
- If teaching web development, use it as an opportunity to model accessible design: have students run accessibility checkers (like WAVE or Lighthouse) on their web projects, and ensure they add alt text, proper structure, and ARIA roles where needed – this way, learning accessibility is part of learning to code (a win-win skillset).
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Testing and Debugging support
For CS courses, consider how assessments are done. If you have timed coding tests, be prepared to offer accommodations (like additional time or an alternative format) to students with disabilities.
- In terms of digital content, provide multiple ways to view problem statements – e.g., a PDF and an HTML version – because some coding platforms might not be fully accessible.
- If a student cannot use a certain online coding environment due to accessibility barriers, have a backup plan (like allowing them to submit code written in their own editor). Communicate with such students early to find a workaround.
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Diagrams in IS/IT (Flowcharts, UML, ERDs)
Information Systems courses often use flowcharts, UML diagrams, ER diagrams, etc., to illustrate processes or data models. Just like in engineering, each diagram needs a descriptive text alternative.
- For a flowchart, you might write out the sequence of steps in a list form (“Step 1: User logs in; Step 2: System validates credentials; …”). For a UML class diagram, list the classes and their relationships (“Class Vehicle inherits from Class Machine. Vehicle has attributes: speed, weight, etc.”).
- For databases (ERDs), describe entities and connections (“Table STUDENT linked to Table ENROLLMENT (one-to-many)”). These textual descriptions not only assist visually impaired students but also often clarify the concept for everyone. As a tip, you can generate such descriptions as part of your notes when you create the diagram – that way, it’s ready to share.
- Some tools like Microsoft Visio or draw.io allow adding descriptions to shapes; however, exporting to PDF might not retain them for screen readers, so supplying a separate text description is more reliable.
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Assistive tech for coding
Be aware that some students might use screen readers or magnifiers when coding. Screen readers can read code but may read it character-by-character (e.g., “f-o-r open parenthesis int space i …”). Encourage those students to use features like screen reader’s punctuation verbosity settings or coding-specific plugins (some screen readers have modes for reading code more efficiently).
- There are also specialized tools like ACE Editor with accessibility or even teaching environments like Quorum (an accessible programming language) for beginners that emphasize accessibility. While these may not be central to your course, knowing about them can help you guide a student who is struggling to interface with standard tools.
Please also see our guides on:
NOTE: This content was adapted from the UMBC Office of Accessibility and Disability Services.
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