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Student Services - SAIT LibCal

Accessibility Services

Lamb Learner Success Centre

Classroom Accessibility

It is common to give a presentation with accompanying visuals. But what if there are individuals in the audience who are blind, have low vision, or cannot see the visuals clearly or at all? What if there are individuals who are deaf or hard of hearing and cannot hear your presentation clearly or at all? You can employ presentation practices that ensure that everyone, even those with sensory impairments, can access the content of your presentation.

Here are some strategies for designing an accessible presentation:

  • Minimize the number of slides. No one wants to be shot with a fire hose while trying to understand your talk.
  • Use high contrast colors. Audience members with low vision or color blindness will appreciate it.
  • Do not use color as the only method for distinguishing information.
  • Use large (minimum 24 point), simple, sanserif fonts (e.g., Arial, Verdana, Helvetica) that can be easily read by most individuals from the back of a large room.
  • Minimize the amount of text on slides. When you advance a slide, pause to let people read it before saying anything. This will allow people who are deaf and everyone else in the audience to read the slide before you start talking. Read the text on the slide to make sure people who are blind in the audience know what is on the slide.
  • Limit the number of visuals on slides. Images that are used should be described so that people who are blind in the audience will know what image is being displayed. Graphs and charts should be described and summarized.
  • Avoid presenting images of complex charts or tables. Make graphics as simple as possible. No one wants to read a complicated graphic when there are only a few important facts about it. Save the complicated graphic for the paper.
  • Control the speed of animations so they can be described fully.
  • Make sure that videos are captioned and audio described. Sometimes it is good to give a brief description of what is in the video before it is played. This will help audience members who are blind to establish context for what they will hear.
  • Ensure the question and answer period is accessible. Repeat the questions so everyone can hear them.
  • Assume students have a wide range of technology skills and provide options for gaining the technology skills needed for course participation.
  • Present content in multiple ways (e.g., in a combination of text, video, audio, and/or image format).
  • Address a wide range of language skills as you write content (e.g., spell acronyms, define terms, avoid or define jargon).
  • Make instructions and expectations clear for activities, projects, and assigned reading.
  • Make examples and assignments relative to learners with a wide variety of interests and backgrounds.
  • Provide options for communicating and collaborating that are accessible to individuals with a variety of disabilities.
  • For more resources click here.
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