Background and Context: Advances in treatment have led to a growing population of cancer survivors, many of whom experience disease and treatment-related cognitive and physical effects that shape how they interact with software. Cancer-related impairments are rarely discussed in computing curricula, yet incorporating this context into accessibility education broadens students’ understanding of inclusive design while preparing them to address real-world, treatment-induced barriers affecting a substantial and growing user population.

While accessibility education for designing for people with disabilities has become more common in university computing classrooms, instruction focused on designing for neurodivergent users remains limited. In this work, we developed accessibility games to teach students about accessible design for neurodivergent users and evaluated them on 43 students in a university Human-Computer Interaction course. Students found the games to be engaging and learned about designing accessible solutions for neurodivergent individuals. Some challenges emerged in terms of making the games more universal across languages and cultures.

Teaching accessibility is an essential step towards supporting the integration of accessibility principles in software and other technologies, especially as ADA Title II regulations increase awareness around educational accessibility considerations.While existing literature captures the prevalence of accessibility in computing curriculums, understanding how accessibility can be taught across different disciplines is critical to effective accessibility education.This interdisciplinary workshop invites researchers and educators to discuss approaches to teaching accessibility in different disciplines, especially with respect to Title II compliance.Through sharing experiences and lessons learned, this workshop consolidates accessibility education methods while analyzing the role of teaching accessibility in developing accessible courses, classrooms, and technologies.

The growing reliance on technology to support older adults underscores the urgent need to improve eHealth literacy within this demographic, which generally has lower health literacy and digital skills compared to younger populations. This paper explores the barriers older adults face in adopting eHealth technologies and examines how a user-centered design (UCD) approach can enhance their self-efficacy and engagement. Through a narrative literature review, the study identifies barriers such as low self-efficacy, mistrust, and the digital divide, emphasizing the importance of designing inclusive technologies that address these issues. The findings suggest that involving older adults in the design process and focusing on increasing their self-efficacy can improve adoption rates and overall health management by enhancing confidence and trust in eHealth solutions.

Accessibility is a critical topic in computing education, yet its integration into K-12 curricula has been limited. This gap highlights a significant need to introduce knowledge, awareness, and empathy regarding the challenges people with disabilities face with inaccessible software to K-8 students, as well as to present accessible software solutions. We conducted interviews with 21 K-8 students to gauge their current accessibility knowledge, observed their performance when playing simulation games developed to teach accessibility, and asked them about their experience with the gameplay and its impact on their accessibility awareness. Our findings revealed a notable lack of accessibility education in current K-8 curricula. However, after engaging with the accessibility games, participants showed a marked increase in their curiosity and awareness of the need for accessible design. Our study advances the goal of integrating accessibility education into early computer science education to foster a more inclusive future technological landscape.

Cancer survivors experience a wide range of impairments arising from cancer or its treatment, such as chemo brain, visual impairments, and physical impairments. These impairments degrade their quality of life and potentially make software use more challenging for them. However, there has been limited research on designing accessible software for cancer survivors, despite the rich literature on CSCW technologies for cancer survivors. To bridge this research gap, we conducted a formative study including a survey (n=46), semi-structured interviews (n=20), and a diary study (n=10) with cancer survivors. Our results revealed a wide range of impairments experienced by cancer survivors, including chemo brain, neuropathy, and visual impairments. Cancer survivors heavily relied on software for socialization, health purposes, and cancer advocacy, but their impairments made software use more challenging for them. Based on the results, we offer a set of accessibility guidelines that software designers can utilize when creating applications for cancer survivors. Further, we suggest design features for inclusion, such as health resources, socialization tools, and games, tailored to the needs of cancer survivors. This research aims to spotlight cancer survivors' software accessibility challenges and software needs and invite more research in this important yet under-investigated domain.

Music plays an important role in the personal fulfillment and cognitive performance of deaf and hard of hearing (DHH) individuals. Since deafness is a spectrum -- as are DHH individuals' preferences and perceptions of music -- a more situated understanding of their interaction with music is needed. To understand the music experience of this population, we conducted social media analyses, both qualitatively and quantitatively, in the deaf and hard of hearing Reddit communities and followed this up with interviews with DHH individuals. Our analysis revealed accessibility challenges, i.e., hearing aids were not customized for music, visual/haptic techniques developed were not widely available and affordable, and accessibility accommodations by music streaming apps and offline events were imperfect -- leading to suboptimal music experiences. In response, DHH individuals leveraged audio, visual, and physical senses to listen to the music -- treating it as a full-body experience; as accessibility heuristics, they may also prefer familiar, non lyrical, instrument-heavy, or loud music, which was perceived as more accessible. The DHH community embodied mutual support among music lovers, evidenced by active information sharing around music. Misconceptions by hearing individuals regarding how DHH individuals listen to music were reported, which is a major hurdle for creating a more accessible music experience. We reflect on design justice for DHH individuals' music experience based on a situated understanding and propose practical design implications to create a more accessible music experience for them.

Teaching accessibility is crucial to ensuring that accessibility principles are integrated into the design and adoption of software and other aspects of lives. The existing literature on accessibility education is largely siloed, appearing primarily in computer science and related disciplines. Understanding the similarities and differences in teaching accessibility across different disciplines is vital for enhancing educational effectiveness by leveraging lessons learned from each field. This workshop aims to serve as an interdisciplinary forum for researchers and education practitioners to discuss topics taught, approaches taken, resources utilized, and challenges encountered when teaching accessibility in different disciplines.

Accessibility continues to be a priority in computer science education, but the goals for accessibility education are non-standardized. We examine whether evaluation measures differ by disability, and whether accessibility training for some disabilities can translate to a different disability. In our work, 71 students played three accessibility simulation games. We evaluated both student empathy and their generation of accessibility design solutions pertaining to those three disabilities, as well as a fourth disability not portrayed in the games. Our findings indicate that though empathy and accessibility ideas increased for all three taught disabilities, only empathy improved for the fourth disability. We further found that initially, students had a harder time generating accessibility solutions for less relatable disabilities, but that difference disappeared after playing simulation games. Finally, we found that student empathy and ability to generate design solutions were positively correlated only before playing simulation games, suggesting that after obtaining a stronger understanding of accessibility, the effects of empathy on student design solutions are no longer as prominent. Overall, these findings suggest that simulations may inspire empathy even for disabilities not portrayed but should be supplemented with educational content about how to design accessibly for all.

Neurodiversity affects about 15-20% of the population and neurodiverse users can struggle with software usability. However, there are few initiatives geared at educating about accessibility for neurodiversity. We begin conversation about this topic by synthesizing accessibility guidelines for some of the neurodiverse population -- people on the autism spectrum, people with dyslexia and people with ADHD -- and giving guidelines about teaching about accessibility for neurodiverse users.

There is a great need to train future software developers in accessibility, and disability simulations can be a powerful way to engage students. In this work, we evaluate the effects of disability simulation games on student empathy and design choices. To do this we recruited 124 students and randomized them into two conditions: students playing simulation games and a control group of students who learned accessibility topics through a video lecture and readings. Although the accessibility lecture and readings were effective at inspiring student empathy towards people with disabilities, the effects were short-lived; in contrast, the simulations inspired greater and longer-lasting empathy and consideration of people with disabilities. However, more work should be done to determine whether these gains influence students' inclusion of people with disabilities in practice.

In order to increase empathy and foster conversation around accessibility, we created three games, simulating disabilities, that are geared towards engaging beginner CS and non-CS students to learn about accessibility. Each game has four rounds: game mode, simulation mode, game+accessibility mode, and simulation+accessibility mode. We tested the games on 113 students from two universities and report on performance and survey results that show that playing our games induced student empathy towards people with disabilities and motivated them towards accessible design.

The U.S. court system is the nation's arbiter of justice, tasked with the responsibility of ensuring equal protection under the law. But hurdles to information access obscure the inner workings of the system, preventing stakeholders - from legal scholars to journalists and members of the public - from understanding the state of justice in America at scale. There is an ongoing data access argument here: U.S. court records are public data and should be freely available. But open data arguments represent a half-measure; what we really need is open information. This distinction marks the difference between downloading a zip file containing a quarter-million case dockets and getting the real-time answer to a question like "Are pro se parties more or less likely to receive fee waivers?" To help bridge that gap, we introduce a novel platform and user experience that provides users with the tools necessary to explore data and drive analysis via natural language statements. Our approach leverages an ontology configuration that adds domain-relevant data semantics to database schemas to provide support for user guidance and for search and analysis without user-entered code or SQL. The system is embodied in a "natural-language notebook" user experience, and we apply this approach to the space of case docket data from the U.S. federal court system. Additionally, we provide detail on the collection, ingestion and processing of the dockets themselves, including early experiments in the use of language modeling for docket entry classification with an initial focus on motions.

Multitasking is prevalent during computer-mediated work. Users tend to switch between multiple ongoing computer-based tasks either due to a personal decision to break from the current task (self-interruption) or due to an external interruption, such as an electronic notification. To examine how different types of multitasking, along with subjective task difficulty, influence performance, we conducted a controlled experiment using a custom-developed multitasking environment. A total of 636 subjects were randomly assigned into one of the three conditions: discretionary, where they were allowed to decide when and how often to switch tasks; mandatory, where they were forced to switch tasks at specific times; and sequential, where they had to perform tasks in sequence, without switching. The experimental environment featured a primary problem-solving task and five secondary tasks. The results show that when the primary task was considered difficult, subjects forced to multitask had significantly lower performance compared with not only the subjects who did not multitask but also the subjects who were able to multitask at their discretion. Conversely, when the primary task was considered easy, subjects forced to multitask had significantly higher performance than both the subjects who did not multitask and the subjects who multitasked at their discretion.

Multitasking is the result of time allocation decisions made by individuals faced with multiple tasks. Multitasking research is important in order to improve the design of systems and applications. Since people typically use computers to perform multiple tasks at the same time, insights into this type of behavior can help develop better systems and ideal types of computer environments for modern multitasking users. In this paper, we define multitasking based on the principles of task independence and performance concurrency and develop a set of metrics for computer-based multitasking. The theoretical foundation of this metric development effort stems from an application of key principles of Activity Theory and a systematic analysis of computer usage from the perspective of the user, the task and the technology. The proposed metrics, which range from a lean dichotomous variable to a richer measure based on switches, were validated with data from a sample of users who self-reported their activities during a computer usage session. This set of metrics can be used to establish a conceptual and methodological foundation for future multitasking studies.