Across the world, policy initiatives are being developed to engage children with computer programming and computational thinking. Diversity and inclusion has been a strong force in this agenda, but children with disabilities have largely been omitted from the conversation. Currently, there are no age appropriate tools for teaching programming concepts and computational thinking to primary school children with visual disabilities. We address this gap through presenting the design and implementation of Torino, a tangible programming language for teaching programming concepts to children age 7–11 regardless of level of vision. In this paper, we: (1) describe the design process done in conjunction with children with visual disabilities; (2) articulate the design decisions made; and (3) report insights generated from an evaluation with 10 children with mixed visual abilities that considers how children are able to trace (read) and create (write) programs with Torino. We discuss key design trade-offs: (1) readability versus extensibility; and (2) size versus liveness. We conclude by reflecting upon how an inclusive design approach shaped the final result.

在世界范围内，正在制定政策倡议，以使儿童参与计算机编程和计算思维。多样性和包容性一直是这个议程中的强大力量，但是在对话中很大程度上忽略了残疾儿童。当前，尚无适合年龄的工具，用于为视障小学生教授编程概念和计算思维。我们通过介绍都灵（Torino）的设计和实现来解决这一差距，都灵是一种有形的编程语言，可以向7-11岁的孩子讲授编程概念，无论其视觉水平如何。在本文中，我们：（1）描述与视觉障碍儿童一起完成的设计过程；（2）阐明设计决策；（3）报告对10位具有混合视觉能力的孩子进行评估后得出的见解，其中考虑了孩子如何使用Torino进行跟踪（阅读）和创建（编写）程序。我们讨论了关键的设计折衷：（1）可读性与可扩展性；（2）大小与活力。在总结时，我们会反思一种包容性设计方法如何塑造最终结果。