Over the last 2 decades, the way in which disabled body minds are regarded in research has evolved considerably. From an understanding that disability research involves research or enquiry on or of disabled people, there is now a shift in thinking that regards disability research as research done by and with disabled people as well, thus challenging traditional researcher-participant relationships. This has lead to a larger number of people with disabilities aspiring to enter academia. However, several barriers to full inclusion of people with disabilities still remain. This paper talks about one such barrier, that is, the lack of accessibility in software packages used for qualitative data analysis. Through the author’s experiences in hunting for accessible ways to perform qualitative data analysis, the paper reviews existing software packages, discusses possible workarounds, and considers the feature requirements for an accessible qualitative data analysis tool.

Most children who are blind live in low-resource settings and attend schools that have poor technical infrastructure, overburdened teachers, and outdated curriculum. Our work explores the role digital games can play to develop digital skills of such children in the early grades. Recognizing the critical role of teachers in introducing children to technology, we conducted a mixed-methods study to examine which attributes of digital games teachers find useful for children and what challenges they perceive in integrating digital games in schools for the blind. Our findings indicate that teachers prefer games that align well with curriculum objectives, promote learning, improve soft skills, and increase engagement with computers. Despite being overburdened and lacking technological support, teachers expressed strong enthusiasm to integrate these games in school curriculum and schedule. We conclude by discussing design implications for designers of accessible games in low-resource settings.