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Accessibility issues with programming languages and programming environments pose a major barrier for students with visual impairments to participate in computing related courses as well as threatens the productivity of professional programmers with visual impairments. To remedy this, the past two decades have witnessed an increase in accessibility research designed to investigate and address the challenges faced by people with visual impairments while programming or learning how to program. We conducted a literature review of accessibility research in this domain. The aim was to identify, aggregate, and highlight known accessibility barriers to programming faced by professional programmers and students with visual impairments learning how to code as well as to identify all solutions that have been proposed to address these barriers. We selected and analyzed 70 papers reporting on accessibility of programming and programming environments for people with visual impairments. Numerous barriers to programming by people with visual impairments have been identified in the literature. Some of these barriers are understudied and present opportunities for future work. A lot of studies have also proposed tools and new accessible programming languages to address the accessibility issues of current programming languages and programming environments.

This is the dataset that accompanies the study: "If Online Learning Works for You, What about Deaf Students? Emerging Challenges of Online Learning for Deaf and Hearing-Impaired Students during COVID-19: A Literature Review." This study has been accepted for publication at Universal Access in the Information Society Journal. Following is the abstract of the study: With the coronavirus (COVID-19) outbreak, educational systems worldwide were abruptly affected and hampered, causing nearly total suspension of all in-person activities in schools, colleges, and universities. Government officials prohibited physical gatherings in educational institutions to reduce the spread of the virus. Therefore, educational institutions have aggressively shifted to alternative learning methods and strategies such as online-based platforms –- to seemingly avoid the disruption of education. However, the switch from the face-to-face setting to an entirely online setting introduced a series of challenges, especially for the \emph{deaf} or \emph{hard-of-hearing} students. Various recent studies have revealed the underlying infrastructure used by academic institutions may not be suitable for students with hearing impairments. The goal of this study is to perform a literature review of these studies and extract the pressing challenges that deaf and hard-of-hearing students have been facing since their transition to the online setting. We conducted a systematic literature review of 34 articles that were carefully collected, retrieved, and rigorously categorized from various scholarly databases. The articles, included in this study, focused primarily on highlighting high-demanding issues that deaf students experienced in higher education during the pandemic. This study contributes to the research literature by providing a detailed analysis of technological challenges hindering the learning experience of deaf students. Furthermore, the study extracts takeaways and proposed solutions, from the literature, for researchers, education specialists, and higher education authorities to adopt. This work calls for investigating broader and yet more effective teaching and learning strategies for deaf and hard-of-hearing students so that they can benefit from a better online learning experience.