  The growing interest in accessible software reflects in computing educators'
and education researchers' efforts to include accessibility in core computing
education. We integrated accessibility in a junior/senior-level Android app
development course at a large private university in India. The course
introduced three accessibility-related topics using various interventions:
Accessibility Awareness (a guest lecture by a legal expert), Technical
Knowledge (lectures on Android accessibility guidelines and testing practices
and graded components for implementing accessibility in programming
assignments), and Empathy (an activity that required students to blindfold
themselves and interact with their phones using a screen-reader). We evaluated
their impact on student learning using three instruments: (A) A pre/post-course
questionnaire, (B) Reflective questions on each of the four programming
assignments, and (C) Midterm and Final exam questions. Our findings demonstrate
that: (A) significantly more ($p<.05$) students considered disabilities when
designing an app after taking this course, (B) many students developed empathy
towards the challenges persons with disabilities face while using inaccessible
apps, and (C) all students could correctly identify at least one accessibility
issue in the user interface of a real-world app given its screenshot, and 90%
of them could provide a correct solution to fix it.
