The years accompanying entrance into the university system are often characterized by a period of great transformation. These years can also be wrought with difficulties for many students, difficulties which are often compounded in students with disabilities (SWD). Reports from the U.S. Department of Education show that as recently as 2015--16, 19% of undergraduate students experienced some form of disability1. Additionally, statistics show that SWD tend to have lower post secondary completion rates than their counterparts . A review of pertinent literature has shown that there still exist gaps within the field of computing education (CE) for teaching cybersecurity concepts to SWD. This poster is a continuation of the author's research into both the identification and analysis of the current educational methods in use within the field of CE for teaching concepts of cybersecurity to SWD. This poster aims at narrowing the scope of that research by performing a specific analysis of CE through the lens of the post secondary dyslexic SWD demographic.
Hellems, F., & Bhatia, S. (2022). Discovering ways to increase inclusivity for dyslexic students in computing education. Journal of Computing Sciences in Colleges, 37(8), 78–80. Doi: 10.5555/3533747.3533757
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