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\ud\udBackground\udIndividuals with visual impairment face varied challenges when attending education programs in many fields and levels. In computing education programs, the frequent required use of charts, graphs, and diagrams poses additional challenges to their inclusion. In order to inform and to establish appropriate action plans for a more inclusive scenario, it is important to gather information from the parties involved. In this context, this work presents the practices of educators and the perceptions of visually impaired learners regarding such inclusion.\ud\ud\udMethods\udThe practice and perceptions were gathered from a survey with 56 computing educators and with 19 visually impaired learners who have attended computing education programs.\ud\ud\udResults and discussion\udThe results suggest educators have limited access to knowledge related to the inclusion of visually impaired learners in lectures and feel unprepared to this scenario. On the other hand, visually impaired learners do not feel included in computing education programs.This work received funding from the TOSHIBA Scholarship Program via the Escola Politécnica, University of Sao Paulo, grant 2014/Dr-02 (TOSHIBAEPUSP). It was also supported by Google, Research Awards for Latin America (LATAM)

journal of the brazilian computer society

On the inclusion of learners with visual impairment in computing education programs in Brazil: practices of educators and perceptions of visually impaired learners