Removing the Veil: Shining Light on the Lack of Inclusivity in Cybersecurity Education for Students with Disabilities

There are currently over one billion people living with some form of disability worldwide. The continuous increase in new technologies in today\u27s society comes with an increased risk in security. A fundamental knowledge of cybersecurity should be a basic right available to all users of technology. A review of literature in the fields of cybersecurity, STEM, and computer science (CS) has revealed existent gaps regarding educational methods for teaching cybersecurity to students with disabilities (SWD\u27s). To date, SWD\u27s are largely left without equitable access to cybersecurity education. Our goal is to identify current educational methods being used to teach SWD\u27s concepts of cybersecurity, evaluate these methods, and classify the observed trends

Discovering Ways to Increase Inclusivity for Dyslexic Students in Computing Education

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 [3]. 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\u27s 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