Computing Education Research (CER) is increasingly considering digital accessibility, yet the current state of disability inclusion remains unexplored. To understand how and to what extent disabled people and their voices are involved in CER, we conducted a systematic literature review of 68 full papers about accessibility published between 2008 and 2025 in the SIGCSE Technical Symposium, the premiere CER venue. Our analysis reveals that less than half of papers about accessibility involve disabled participants, accessibility research papers are more likely to address visual disabilities or accessibility topics more generally, and use of disability-focused theories or frameworks is uncommon. Based on these findings, we advocate for increased involvement of disabled people in all aspects of computing education research, including in designing and evaluating accessible curricula and prototypes, examining disabled experiences in the classroom, and conducting research itself. We conclude with specific recommendations for methods and frameworks that computing education researchers and teachers can use to meaningfully incorporate disabled perspectives into their practices.

Older adults are increasingly acquiring smartphones. But acquiring smartphones can be difficult, and little is known about the particular challenges of older adults who are additionally blind or losing their vision. We shed light on the social and technical aspects of acquiring smartphones with vision loss, based on deep qualitative interviews with 22 blind or low vision (BLV) older adults aged 60 and over. Through our grounded theory analysis, we found that BLV older adults experience liminality as they acquire smartphones and transition through re-acquiring smartphones as they become blind, and they can transition through liminality by participating in mutual aid within the blind community. We contribute the notion of “Intersecting Liminality,” which explains the marginalizing experience of simultaneously transitioning through vision loss, aging, and technology acquisition. We contend that Intersecting Liminality can serve as a framework that centers the dynamic nature of disability to help our community generate a more nuanced understanding of technology acquisition and more effective assistive interventions.

Being involved in teaching children to read, especially to decode (i.e., to translate written words to oral speech) is important and crucial to development. There is an increasing number of AI tools and educational apps aimed at teaching sighted children to read. However, many commercial literacy apps are not accessible, few studies of such apps exist, and studies rarely include blind parents as participants. Thus, we conducted an exploratory interview study with four blind parents about their decoding practices with their sighted children, literacy app accessibility, and AI decoding apps. We found that blind parents are motivated to teach their children literacy skills such as decoding; leverage (largely inaccessible) technology and techniques to support decoding; and want to be able to teach alongside the AI literacy apps and to make the AI teach like they do. We conclude with a discussion of design implications for AI literacy apps.

Like many parents, visually impaired parents (VIPs) read books with their children. However, research on accessible reading technologies predominantly focuses on blind adults reading alone or sighted adults reading with blind children, such that the motivations, strategies, and needs of blind parents reading with their sighted children are still largely undocumented. To address this gap, we interviewed 13 VIPs with young children. We found that VIPs (1) sought familial intimacy through reading with their child, often prioritizing intimacy over their own access needs, (2) took on many types of access labor to read with their children, and (3) desired novel assistive technologies (ATs) for reading that prioritize intimacy while reducing access labor. We contribute the notion of Intimate AT, along with a demonstrative design space, which together constitute a new design paradigm that draws attention to intimacy as a facet of both independently and collaboratively accessible ATs.

Scholars have investigated numerous barriers to accessible software development tools and processes for Blind and Low Vision (BLV) developers. However, the research community has yet to study the accessibility of software development meetings, which are known to play a crucial role in software development practice. We conducted semi-structured interviews with 26 BLV software professionals about software development meeting accessibility. We found four key themes related to in-person and remote software development meetings: (1) participants observed that certain meeting activities and software tools used in meetings were inaccessible, (2) participants performed additional labor in order to make meetings accessible, (3) participants avoided disclosing their disability during meetings due to fear of career repercussions, (4) participants suggested technical, social and organizational solutions for accessible meetings, including developing their own solutions. We suggest recommendations and design implications for future accessible software development meetings including technical and policy-driven solutions.

With remote work becoming a prevalent practice, the use of videoconferencing tools has significantly increased. While the accessibility of these tools in remote work has been studied previously, there is a lack of understanding of how professionals with disabilities conduct meetings using them and what accessibility means in this context. To fill this gap, we investigated the experience and accessibility practices of 18 blind and low vision (BLV) meeting facilitators who regularly use videoconferencing tools. Our findings reveal that BLV professionals undertake several steps to facilitate meetings effectively, including preparing materials in advance, ensuring the security of the meetings, maintaining awareness of attendees’ activity, coordinating with co-hosts to overcome accessibility obstacles, maintaining professionalism, and advocating for accessible meeting practices and technology. We discuss how our findings reveal barriers to career advancement for BLV professionals, help understand the interdependent activity of meeting facilitators and co-hosts, and provide recommendations for making videoconferencing more accessible.

In recent years, medical research has made extensive use of Augmented Reality (AR) for visualization. These visualizations provide improved 3D understanding and depth perception for surgeons and medical staff during surgical planning, medical training, and procedures. Often, AR in medicine involves impractical and extensive instrumentation in order to provide the precision needed for clinical use. We propose a mobile AR 3D model registration system for use in a practical, non-instrumented hospital setting. Our registration system takes as input a patient-specific model and overlays it on the patient using an accurate pose registration technique that requires a single marker as a point of reference to initialize a point cloud-based pose refinement technique. Our method is automatic, easy to use, and runs in real-time on a mobile phone. We conduct quantitative and qualitative analysis of the registration. The results confirm that our AR pose registration system produces an accurate and visually correct overlay of the medical data in real-time.