Systems for Scaling Accessibility Efforts in Large Computing Courses

TL;DR

This experience report addresses the challenge of scaling accessibility efforts in a large, university-level CS course sequence. It presents a multi-system approach combining auditing/remediation, web-first and alternate-materials technology, automated testing, and comprehensive TA/student training to support thousands of students and dozens of staff. The authors contribute a practical taxonomy for classifying issues, content-type–specific remediation strategies, and CI/CD–integrated testing, along with documented successes and limitations from a real-course implementation. The work demonstrates that accessibility can be embedded into large computing courses at scale, reducing accommodations required by default and increasing engagement, while outlining concrete directions for broader coverage and cross-institution collaboration.

Abstract

It is critically important to make computing courses accessible for disabled students. This is particularly challenging in large computing courses, which face unique challenges due to the sheer scale of course content and staff. In this experience report, we share our attempts to scale accessibility efforts for a large university-level introductory programming course sequence, with over 3500 enrolled students and 100 teaching assistants (TAs) per year. First, we introduce our approach to auditing and remediating course materials by systematically identifying and resolving accessibility issues. However, remediating content post-hoc is purely reactive and scales poorly. We then discuss two approaches to systems that enable proactive accessibility work. We developed technical systems to manage remediation complexity at scale: redesigning other course content to be web-first and accessible by default, providing alternate accessible views for existing course content, and writing automated tests to receive instant feedback on a subset of accessibility issues. Separately, we established human systems to empower both course staff and students in accessibility best practices: developing and running various TA-targeted accessibility trainings, establishing course-wide accessibility norms, and integrating accessibility topics into core course curriculum. Preliminary qualitative feedback from both staff and students shows increased engagement in accessibility work and accessible technologies. We close by discussing limitations and lessons learned from our work, with advice for others developing similar auditing, remediation, technical, or human systems.