10.6084/m9.figshare.8485091.v1 Cecily Morrison Cecily Morrison Nicolas Villar Nicolas Villar Alex Hadwen-Bennett Alex Hadwen-Bennett Tim Regan Tim Regan Daniel Cletheroe Daniel Cletheroe Anja Thieme Anja Thieme Sue Sentance Sue Sentance Physical Programming for Blind and Low Vision Children at Scale Taylor & Francis Group 2019 support inclusive education novel educational technologies key design constructs teaching computational learning teach computational learning physical programming language accessibility </ p mixed visual abilities scale .</ p low vision children computational learning physical programming produce learning liveness </ cognitive abilities young learners wide evaluation three months supported non successfully learn specialist teachers reflective guidance parameter dials disabilities continues different ages create music create code audio stories appropriate tools 75 children 30 teachers 2019-07-03 09:23:48 Dataset https://tandf.figshare.com/articles/dataset/Physical_Programming_for_Blind_and_Low_Vision_Children_at_Scale/8485091 <p>There is a dearth of appropriate tools for young learners with mixed visual abilities to engage with computational learning. Addressing this gap, Torino is a physical programming language for teaching computational learning to children ages 7–11 regardless of level of vision. To create code, children connect physical instruction pods and tune their parameter dials to create music, audio stories, or poetry. Currently, the uptake of novel educational technologies to support inclusive education of children with disabilities continues to be limited at scale. We consider how the Torino Learning Environment supports non-specialist teachers to teach computational learning to children with mixed visual abilities in a UK-wide evaluation with 75 children and 30 teachers over a period of three months. We demonstrate how children can successfully learn with a novel physical programming language. We articulate how key design constructs such as <i>persistent program overview</i> and <i>liveness</i> supported non-specialist teachers to co-produce learning for children of different ages, visual and cognitive abilities. We conclude with reflective guidance on evaluating inclusive educational technologies at scale.</p> <p>CCS CONCEPTS</p> <p>Human-centered computing → Accessibility → Empirical studies in accessibility</p>