Computer Science · Grade 10

Active learning ideas

Inclusive Design and Accessibility

Active learning transforms abstract WCAG principles into concrete, memorable experiences. Students move from passive reading to hands-on testing, designing, and discussing, which builds empathy and technical insight. These activities make accessibility standards visible through real-world examples and iterative problem-solving.

• Ontario Curriculum Expectations
• CS.HS.S.6
• CS.HS.S.7

• 40–60 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Case Study Analysis
• 45 min · Pairs

Pair Audit: Website Accessibility Check

Pairs select three common websites or apps and use tools like WAVE or Lighthouse to identify issues such as missing alt text or low contrast. They document findings on a shared checklist and propose one fix per site. Groups then present top issues to the class for discussion.

Evaluate existing technologies for their adherence to accessibility standards.

Facilitation Tip

During the Pair Audit, assign each pair a different WCAG principle to focus on, so the class collectively covers all four.

What to look for

Present students with screenshots of three different websites or app interfaces. Ask them to identify one specific feature on each that supports accessibility and one area where it could be improved, referencing WCAG principles.

• Analyze
• Evaluate
• Create
• Decision-Making
• Self-Management

Activity 02

• Case Study Analysis
• 60 min · Small Groups

Design Challenge: Inclusive App Prototype

In small groups, students sketch wireframes for a school app interface considering color blindness, motor limitations, and low vision. They incorporate POUR principles and test prototypes with classmates using colored cellophane filters. Groups refine based on feedback and share final designs.

Design a user interface that considers the needs of diverse users.

Facilitation Tip

For the Design Challenge, provide a starter kit with semantic HTML tags and ARIA labels to guide students toward accessible defaults.

What to look for

Facilitate a class discussion using the prompt: 'Imagine you are designing a new social media app. What are the top three accessibility features you would prioritize, and why are these ethically and practically important for your user base?'

• Analyze
• Evaluate
• Create
• Decision-Making
• Self-Management

Activity 03

• Case Study Analysis
• 50 min · Whole Class

Role-Play: User Testing Scenarios

Assign roles like one-handed user or screen reader dependent; students navigate a sample interface under constraints. They record barriers and successes, then debrief in whole class to brainstorm solutions. Follow with individual reflection on design changes.

Justify the ethical and practical importance of inclusive design in software development.

Facilitation Tip

In Role-Play scenarios, rotate user profiles so each student experiences at least two different impairments during testing.

What to look for

Students create a simple wireframe for a user profile page. They then exchange wireframes with a partner and provide feedback using a checklist: Is there sufficient color contrast? Are interactive elements clearly labeled? Can it be navigated without a mouse? Partners offer one suggestion for improvement.

• Analyze
• Evaluate
• Create
• Decision-Making
• Self-Management

Activity 04

• Gallery Walk
• 40 min · Individual

Gallery Walk: Accessibility Posters

Individuals create posters highlighting one WCAG principle with real-world examples and fixes. Display around the room for a gallery walk where small groups add sticky-note suggestions. Conclude with vote on most impactful idea.

Evaluate existing technologies for their adherence to accessibility standards.

Facilitation Tip

During the Gallery Walk, have students carry a notecard to jot down one new idea they will apply to their own work.

What to look for

Present students with screenshots of three different websites or app interfaces. Ask them to identify one specific feature on each that supports accessibility and one area where it could be improved, referencing WCAG principles.

• Understand
• Apply
• Analyze
• Create
• Relationship Skills
• Social Awareness

A few notes on teaching this unit

Teachers should model accessibility by using inclusive language in instructions and providing materials in multiple formats. Avoid assuming students already understand the user experience—structured role-plays and audits reveal gaps. Research shows students retain concepts better when they teach others, so peer feedback and presentations are critical.

Students will demonstrate understanding by identifying accessibility barriers in existing interfaces, proposing inclusive design solutions, and testing those solutions with peers. Success means they can articulate why features matter and how they impact diverse users, using WCAG criteria to justify choices.

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Watch Out for These Misconceptions

• During Pair Audit, some students may claim that inclusive design only matters for people with disabilities.

  Listen for this during the Pair Audit. Redirect by asking pairs to test their assigned website with color filters or screen readers, then discuss how these barriers affect all users in different contexts.

• During Design Challenge, students might argue that accessibility features add too much extra work to projects.

  Observe prototyping discussions. Have groups compare their first draft with an accessible version, noting how early choices like semantic HTML reduce later revisions.

• During Role-Play, students may dismiss color blindness as rare and unimportant.

  Listen for this during simulations. Ask students to calculate how many classmates might be affected and then test their interfaces using color blindness simulators to see visual gaps firsthand.

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Methods used in this brief

• Case Study Analysis
• Gallery Walk