  In recent years, there has been rising interest from both governments and
private industry in developing software that is accessible to all, including
people with disabilities. However, the computer science (CS) courses that ought
to prepare future professionals to develop such accessible software hardly
cover topics related to accessibility. While there is growing literature on
incorporating accessibility topics in computing education in the West, there is
little work on this in the Global South, particularly in India, which has a
large number of computing students and software professionals. In this
replication report, we present (A) our findings from a replication of surveys
used in the US and Switzerland on who teaches accessibility and barriers to
teaching accessibility and (B) a qualitative analysis of perceptions of CS
faculty in India about digital accessibility and teaching accessibility. Our
study corroborates the findings of the earlier surveys: very few CS faculty
teach accessibility, and the top barriers they perceive are the same. The
qualitative analysis further reveals that the faculty in India need training on
accessibility concepts and disabilities sensitization, and exposure to existing
and ongoing CS education research and pedagogies. In light of these findings,
we present recommendations aimed at addressing these challenges and enhancing
the integration of accessibility into computing education.
