At Brock University, we are committed to creating inclusive, welcoming spaces where everyone has the opportunity to fully participate and engage. This page provides guidance on how to plan, design, and deliver accessible and inclusive events across all university activities — whether virtual, in-person, or hybrid; and best practices on accessible communication, venue selection, and assistive services like captioning and ASL interpretation.

Accessible event considerations

Before the event

Marketing and promotional materials

• High contrast colours between text and backgrounds, and clear fonts on marketing materials, minimum 18pt font; writing set to left hand side
• Alt text and image descriptions for online posters on social media and email circulation, closed captions on videos, including cc scripts of videos in captions

In-Person events

• Include accessibility info in event descriptions/registration pages, e.g:
  • Closest ramps and elevators
  • Bus routes and parking
  • ASL interpretation and closed captioning
  • Accessible washrooms
  • Child care
• Provide a name and email for someone who can assist people with any accommodation requests
• Provide a list of questions in advance to panelists and speakers- to accommodate folks who need time to process information, be sure to ask if they are comfortable doing Live Q&A if that’s part of the event (and/or collect questions in advance through registration form)

Virtual events

• Provide the platform where the event will be hosted on in advance. This allows the participants to download/test the platform for accessibility accommodations
• Assign a point of contact for technical support

During the event

• Provide closed captioning for all live sessions.
• Give a brief, clear walkthrough at the start. For example, show where the “raise hand” button and “microphone” controls are, and how participants can rename themselves if needed.
• Begin by describing your appearance and surroundings (e.g.: “I have shoulder-length brown hair, I’m wearing a green turtleneck sweater, and I’m sitting in front of a grey wall with two plants to my left”) to help orient participants with low or no vision.
• Ask facilitators to read all text on slides aloud and describe any images shown, instead of expecting participants to follow silently.
• Provide a copy of the PowerPoint in advance (if comfortable) or afterwards. If this isn’t possible, a Word or PDF with all slide content can be a helpful alternative.
• Provide key definitions and main points in a separate handout instead of on a slide. This makes it easier for participants to process information without trying to follow both a lecture and a busy slide at once.
• Share a video link in chat in addition to playing it live, allowing people to watch it on their own devices at their preferred time or pace.
• Provide different ways for people to contribute. For example, through the chat, interactive activities, or by drawing or typing words, not just by speaking aloud.
• Support understanding through analogies, stories, or real-world examples alongside more abstract content.
• Include periodic breaks for movement, relaxation, or small group breakouts. This help participants stay comfortable and engaged.
• Stick closely to your scheduled start and end, honouring the routines and needs of participants who may have less flexibility in their schedules.

After the event

• Seek feedback after each session on what learners will take away, what they wanted to learn, etc
• Ask if accessibility requirements were met and how we could improve