2021 National Coding Symposium – Registration

Registration Opens on April 1st!



Who should register for this event?

  • Students – 18 years and older can register individually; Under 18 should have a parent or teacher register for you
  • Teachers – register individually, for a student, or for an entire class; additional instructions on the registration form
  • Parents – register for yourself or your child(ren); additional instructions on the registration form
  • Professionals – register individually

ACVREP credits are available for the Presentations (1/2 credit each) and Panels (1 credit each).

The symposium sessions will be recorded and made available after the close of the symposium on the APH YouTube channel. If you do not wish your child or student to be identified, please turn off the camera during sessions and do not supply a name in Zoom.


What are the topics of discussion?

Keynotes

You will hear from prominent leaders in the field of coding working for some most renowned businesses in the world, all with diverse backgrounds and a wealth of knowledge to share. Each have a unique story or journey about coding, detours they’ve taken along their career paths, obstacles that they overcame, and advice to share. You do not want to miss these sessions!

Presentations

Coding is accessible for everyone! – Glen Gordon, JAWS/Vispero

Many of the problems that individuals with visual impairments have are not related to coding but are related to the technology environment that surrounds and presents coding. This creates a false sense of inaccessibility to coding itself. Learning the basics of coding and hearing about languages that might be more conducive to getting started can inspire youth to overcome their initial attitudes surrounding coding and the difficulty in getting going. How can students use a screen reader to make something happen? Stories or examples of how and why coding is accessible.

What do job availability and the future of technology employment look like? – Dean Hudson, Apple, Inc.

What do coding jobs look like? What is the difference between a backend and frontend developer? What does the current job market for programmers and non-programmers look like? Is it true that a college education is not always necessary to finding employment in this field? What are employers seeking in entry-level positions and what is different for other positions? What is the importance of knowing how to code for jobs that do not require programming but are related and intertwined with code?

Are there prerequisites for learning to code? – Ken Perry, APH

What prerequisite skills do you need to know to get started in coding? What skills do you need to take your familiarity with code to the next level? What does a coder’s technology toolbox look like, and how versatile does a coder need to be with their screen access software? What level of familiarity does a student interested in coding need to have to learn about their primary operating system, other operating systems, word processors, the internet, and other software?

Dealing with the inaccessible – Sina Bahram, Prime Access Consulting

What do you do with so much inaccessible content? How can students engage in a space that is not designed for screen reader users? Are there avenues and ways around these problems? What can students do to advocate for themselves and others in similar situations?

The development of an App – Saqib Shaikh, Microsoft/Seeing AI

What does it take to create an app? How is creating an app different from other types of coding? What is the process of app development? Is creating an app something that students can do on their own or with a small group of friends or is it something the requires a team of programmers?

Learning to Code; it’s not just for Programmers – Greg Stilson, APH

Are there career opportunities related to coding aside from programming? What level of coding knowledge will help a non-programmer to develop ideas and participate in technology and modern business practices?

Coding for K-12 students – Sara Larkin and Jennifer Bliss, Iowa Ed. Services

Curriculum resources and the roles TVI and parents can play in ensuring equitable access to school coding curricula. What is available for teachers and parents to introduce to students to coding and further develop their coding skills? What resources are available to continue discovering accessible content? What can teachers and parents do during Hour of Code and other coding opportunities that limit the participation of visually impaired students?

Learning to code, with or without school – Chancey Fleet, New York Public Library

What can someone do to continue learning code and technology as a way to seek employment or for leisure? Is going to college necessary? What avenues are there that can be combined with formal education for a student who is interested in coding? What are the benefits of learning and continuing to learn code?

Panels

  • Programmers – What are coders and what do they do?
  • Non-Programmers – If I learn how to code, do I have to be a Programmer?
  • Career/Transition/Hiring Managers – What does it take to get a job in coding?
  • Entrepreneurs/Inventors – How do I turn an idea into a business?
  • University Instructors – How do university programs support and accessible coding?
  • Middle and High School TVIs – How do K-12 instructors teach coding?

ACVREP credits are available for the Presentations (1/2 credit each) and Panels (1 credit each).