**7. Conclusion and outlook**

To keep up the interest in STEM-fields, it is necessary to involve pupils in the process of programming playfully. Technical universities in Germany and Switzerland already offer a broad range of basic programming courses for pupils starting at young age. Additionally, to encourage applied computer science in school, some institutions offer robot kits and teaching materials. Integrating students with visual impairment or blindness in student laboratories is a chance to not only encourage interest in STEM-fields but also to show these individuals opportunities for the future. Science curriculum reform efforts have emphasized the integration of educational technology into teaching and learning purposes in the past years. Teachers and educators are asked to explore further ways in which new technologies could be utilized to improve access to science for students with visual impairments.

The paper has described the process of redesigning of a robotics course from an educational robotics laboratory to increase accessibility of the course for students with visual impairments. The evaluation of the workshop has informed a concept for the redesign, which has been implemented and is currently being tested in a second run with various groups of students with visual impairments. The developed grid of the workshop suggests that adjustments to the designated phases of the lecture can provide a higher level of accessibility. A first anecdotal but enthusiastic assessment from the students who participated leads to the assumption that the applied suggested changes were successful.

Nevertheless, a huge part of the adjustments requires a consideration for the unique needs and requirements that the specific dysfunctions of the target group bring about. At this point in the research, there is no catch-all solution to the challenge. The evaluation of the designed courses will allow for a thorough analysis, serve the pursuit of continuous improvement, and be the key to future research. Additionally, to broaden the range of accessibility, further research will have to focus on full accessibility not only for those students who are blind but also for those with other impairments, such as hearing and physical disabilities.

In conclusion, teacher, educators, and educational institutions should realize and promote the student-oriented benefits and devote additional effort toward accommodating students with (visual) impairments in STEM education. An awareness, and furthermore, an understanding of the academic needs of students with (visual) impairments are essential in striving toward this goal.

Though many institutions and educators stress the need to integrate students with (visual) impairments in their scientific programs, there is still room for improvement. Ensuring that full participation in science is possible for everyone will be beneficial for all students and a rewarding experience for teachers.
