Creating Accessible Classroom Resources

Creating Accessible Classroom Resources 

This page provides tips to help support the creation of accessible classroom resources. Often these resources are shared with learners through the Learning Management System (Brightspace), but these tips can support the creation and sharing of accessible resources in other ways as well, such as via email or during presentations or workshops.

Research from the Higher Education Quality Council of Ontario (HEQCO) (2023) has demonstrated a need for Universal Design for Learning principles in pedagogical design. The tips for different types of resources and documents shared on this page can help support multiple means of representation, engagement, action, and expression in an accessible manner.

These tips are to support instructors, teaching assistants, and other members of the teaching team, and they are also helpful to learners when creating assignments for classes. Some of these tips can be added to assignment instructions or Brightspace pages, for example, to support accessible document creation and design, and bring awareness to the need for captioned video, and described images. These practices can support making educational spaces more inclusive and continue Brock’s commitment to accessibility and inclusion as outlined in the Academic Plan.

Microsoft Word Documents

Microsoft Word Documents 

Accessible Word documents can be read by screen readers, have effective alt-text describing images, include descriptive and functional hyperlinks, and pay attention to readability in terms of use of white space and organizing information. 

Formatting your documents 

All students benefit from a clearly laid out document that communicates information in a logical manner. When formatting your Microsoft Word document include headings and sub-headings to communicate to your readers the logical flow of information within the document. These will also support effective keyboard navigation.

In order to allow for headings, sub-headings, emphasis, and quotes to be interpreted by screen readers use the Microsoft “Styles” tool to organize your document. Doing so will allow all readers to navigate the document properly.  

Using images 

When including images in your document make sure to provide document users with meaningful alternative text (alt-text) for the image. Alt-text is used to describe an image, conveying the information that is being provided visually, in a textual manner. Alt-text must be provided for all images within a document if that image is providing information to users. 

Effective alt-text: 

  • Describes and communicates the purpose of the image with high accuracy; 
  • The description of the image is succinct; 
  • Provides a short description of the ways the image is significant to the user’s understanding of the information in the document in context; 
  • Provides a longer description for complex images and/or diagrams;
  • Does not include hyperlinks; 
  • Indicates if the image is purely decorative by selecting the box “Mark as decorative” if that is the case; and  
  • Uses punctuation for full sentences. 

Adding alternative text  

In order to add alt-text for an image/photo, Smart Art, Icon, or chart in a Microsoft Word document complete the following steps: 

  1. “Right” click on the image (control +click for Mac users) 
  2. Click “Edit Alt Text” 
  3. Input the alternative text for the item 

In order to add alt-text for a table in a Microsoft Word document complete the following steps: 

  1. “Right” click on the chart 
  2. Click “Table Properties” 
  3. Select the “Alt Text” tab 
  4. Input the alt-text title and description for the table 

Including tables and columns 

Avoid using nested tables or split or merged cells within tables. Relatedly, ensure that the tab order of the table is logical by using the “tab” button to progress through the table. Screen readers will follow the tab order. Tables should have identified header rows and can also include alt-text. This 2 minute captioned video by Microsoft outlines how to create accessible tables. 

General accessibility “dos” for Word Documents

  1. Use simple and sans serif font (e.g. Arial, Tahoma, Verdana etc.) which is at least 12-point size. 
  2. Use descriptive hyperlinks within the document (versus including long web addresses).
  3. Screen readers can not identify text boxes, so avoid using them. 
  4. Consistently maintain high contrast within the document (e.g. black text on white background). 
  5. When using colour in the document ensure that it is not the only way to convey information. 
  6. Use the Microsoft Accessibility Checker to review your document.

Accessible Word documents are the first step to creating accessible PDF documents.

PDFs

PDFs 

Accessible PDFs are made by first ensuring that the Word document used to create the PDF is accessible. When converting a Word document to a PDF accessibility is maintained by ensuring that the PDF file is properly tagged with information that will allow assistive devices to navigate the document in the appropriate order and to access all the information within the document.  

When using Microsoft Word you can automatically have this information tagged when converting your document to a PDF by making sure that the “Document structure tags for accessibility” box is selected. In order to do this select the “Options” box when you are saving the document as a PDF, then make sure “Document structure tags for accessibility” is checked. 

PowerPoint Presentations

PowerPoint Presentations 

Accessible PowerPoints can be followed by screen readers and accessed with assistive devices. Additionally, accessible PowerPoints have effective alt-text for images, charts, graphs, and tables as well as descriptive and functional hyperlinks. Importantly, accessible PowerPoints have captions or transcriptions available for any embedded video or audio.  

General formatting tips 

When designing PowerPoint presentations keep the following tips in mind: 

  • Maintain high contrast between the slide background and the text; 
  • Maintain high contrast across colours used in the slides; 
  • Ensure that if using colour to communicate content it is not the only way for that content to be communicated; 
  • Use the Microsoft slide layout templates provided, some good accessible choices are Parcel, Quotable, or Frame;
  • Provide an outline at the beginning of the slide deck to guide participants;
  • Include titles on each slide to support participants in knowing the order of information; 
  • Ensure that your font is large enough to read easily (30-point type is recommended minimum) and remember how font size will be important in the context of the room where the presentation is being delivered; 
  • Ensure that all websites are hyperlinked and have a descriptive title; 
  • Use simple slide transitions and if using animations, make sure they are brief and do not distract from the slide content; 
  • Leave space between texts and images and think about the use of whitespace on a slide, an overcrowded slide can be difficult to follow; 
  • Use the Microsoft Accessibility Checker to identify accessibility gaps in the slide deck.

Embedding multimedia in your PowerPoint 

If you are embedding video content on your PowerPoint ensure that the content is captioned. When embedding audio provide transcription of the content to users through a shareable resource. More information on transcripts can be found below. 

When including images make sure to use alt-text to describe all graphics, tables, charts, photos, etc. 

Multimedia Resources

Multimedia Resources 

If you plan to use video in your classroom instruction, make sure that videos are captioned and that captions are turned on while showing the video to the class (both on campus and online). If captioning is not available seek a video transcription. When using audio within your classroom make sure that transcriptions are available. Transcriptions should include the following: 

  • The name of the speaker; 
  • All speech content;
  • Any relevant descriptions of speech (e.g. if tone is sarcastic, funny); 
  • Descriptions of relevant non-speech audio that is pertinent to the audio; and
  • Time stamps for speech events.

Multimedia resources should also include audio descriptions of any visuals present (e.g. charts, graphs) within the resource. 

(Adapted from: Coolidge, Doner, Robertson & Gray, 2018) 

Other considerations

Other considerations 

In making your classroom materials available in multiple formats and by making each format accessible to the greatest number of students you are working towards a more inclusive and accessible classroom. Some other areas for consideration include: 

  • Consider audio-recording your lectures and making them available to students via Brightspace or as a podcast; 
  • Allow students to audio-record your lectures for their own study purposes; 
  • Provide students with lecture notes or outlines, slides, and other handouts electronically; 
  • Encourage collaborative note-taking from the whole class using institutional tools like Word Online or OneNote;
  • Use discussion boards in Brightspace to emphasize aspects of the lecture as a backchannel and collaborative space for learners;
  • Ensure that all lecture notes, slides, and handouts shared on Brightspace are accessible; and  
  • Where possible and appropriate allow students access to lecture materials ahead of class to prepare for their time in class.