eIntroduction toAccessible Education

Introduction to
Accessible Education
Do students learn as much as they can from your teaching?
Accessible Educationi
is the process of designing courses and developing a teaching
style to meet the needs of people from a variety of backgrounds, abilities and learning
styles. Just as there is no single way to teach, people learn in a variety of ways; using
different instructional methods will help meet the needs of the greatest number of
learners ii
.
The Educators’ Accessibility Toolkit provides guidelines and tips on how to make your
courses and your teaching more accessible to students. These tips are in line with
research on best practices in teaching and learningiii .
What are the characteristics of
Accessible Education?
 Takes into account a variety of
student characteristics, including
ethnic background, race, abilities,
disabilities, age, gender, language
abilities and preferred learning style.
 Does not compromise academic
rigour.
 Is a proactive and inclusive way of
teaching and designing courses and
curricula.
 Removes barriers to learning before
they can affect anyone.
 Reduces the need for specialized
accommodations.
 Identifies and clearly expresses the
essential course content, while
recognizing that students can
express understanding of essential
course content in multiple ways.
 Is consistent with universally
recognized principles of good
teachingiv.
 Is consistent with the spirit of the
Accessibility of Ontarians with
Disabilities Act, 2005.
Advantages for educators
(e.g. faculty, teaching assistants,
course instructors and developers)
 Often improves student learning.
 Reduces the work associated with
arranging individual and specialized
accommodations.
 May improve student engagement as
it reaches a broader audience, which
could lead to improved course
evaluations.
http://cou.on.ca/accessibility
Advantages for students
 Less time spent on figuring out
individual accommodations and
more time focusing on course
content.
 Greater inclusion of students from a
variety of backgrounds and abilities,
which could lead to increased
student retention.
 Students are not singled out for
being different.
Accessible Education is based on the social model of disability, as opposed to the
medical modelv
.
Medical model versus the social model of disability
Medical model Social model
Disability is a deficiency or abnormality. Disability is a difference.
Being disabled is negative. Being disabled, in itself, is neutral.
Disability resides in the individual. Disability arises from interactions between the
individual and society.
The remedy for disability-related
problems is cure or normalization of the
individual.
The remedy for disability-related problems is a
change in the interactions between the
individual and society.
The agent of remedy is the
professional who affects the
arrangements between the individual
and society.
The agent of remedy can be the individual, an
advocate, or anyone who affects the
arrangements between the individual and
society.
As an educator, you have no
responsibility to ensure accessibility;
that is the job of the experts.
As an educator, you are responsible for
creating an accessible environment where all
your students can learn.
Accessible Education aims to reduce dependence on the accommodation approach and
move toward inclusionvi.
Accommodation approach versus Accessible Education approach
Accommodation Accessible Education
Access is a problem for the individual and
should be addressed by that person and the
disability service program.
Access issues stem from poorly designed
environments and should be addressed
by the designer.
Access is achieved through special
accommodation and/or retrofitting existing
requirements.
As much as possible, the system or
environment is designed to be used by
all.
Access is reactive. Access is proactive.
Access is often provided in a separate
location or through special treatment. Access is inclusive.
Access must be reconsidered each time a
new individual uses the system, i.e. is
consumable.
Access, as part of the course design and
curriculum, is sustainable.
http://cou.on.ca/accessibility
More resources on Accessible Education:
Center for Applied Special Technology (CAST): http://www.cast.org
Disabilities, Opportunities, Internetworking, and Technology (DO-IT Centre):
http://www.washington.edu/doit/
National Center on Universal Design for Learning: http://www.udlcenter.org
University of Guelph, Teaching Support Services, Centre for Open Learning and
Educational Support, Universal Instructional Design Project:
http://www.tss.uoguelph.ca/uid/
UDL-Universe: http://enact.sonoma.edu/udl
To obtain this document in an alternative format, please contact:
Council of Ontario Universities
180 Dundas Street West, Suite 1100, Toronto ON M5G 1Z8
Tel: 416-979-2165
Fax: 416-979-8635
Web: http://www.cou.on.ca
Created in September 2012

i
The term Accessible Education has been adopted to capture the value of two frameworks in improving
the accessibility of university education: Universal Instructional Design (UID) and Universal Design for
Learning (UDL). Both were informed by the architectural concept of Universal Design, which is “the
design of products and environments to be usable by all people, to the greatest extent possible, without
the need for adaptation or specialized design.” (Center for Universal Design, The Principles of Universal
Design.
“UID is not just about accessibility for persons with a disability – it’s about truly universal thinking –
maximizing learning for students of all backgrounds and learner preferences while minimizing the need
for special accommodations.” (University of Guelph, UID Implementation Guide).
“UDL is a set of principles for curriculum development that give all individuals equal opportunities to learn.
UDL provides a blueprint for creating instructional goals, methods, materials, and assessments that work
for everyone – not a single, one-size-fits-all solution but rather flexible approaches that can be
customized and adjusted for individual needs.” (Center for Applied Special Technology (CAST), Universal
Design for Learning).
ii Nilson, Linda B. (2010). Teaching at Its Best: A Research-Based Resource for College Instructors (3rd
ed). John Wiley and Sons.
iii University of Guelph, UID Project, and the National Centre on UDL, Research Evidence.
iv Chickering and Gamson (1987). Seven Principles for Good Practice in Undergraduate Education.
v Table is adapted from Gill, C. (1994). Two Models of Disability. Chicago Institute of Disability, University
of Chicago, cited in University of Ottawa, Access Service – Student Academic Success Service. (no date)
A guide for professors: Minimizing the impact of learning obstacles,
vi Ibid.
http://cou.on.ca/accessibility
Developing Courses
Are you designing a new course or rethinking an existing one?
Designing your course with Accessible Educationi
in mind can have benefits for all your
students, including people from a variety of backgrounds, abilities and learning styles.
Just as there is no single way to teach, people learn in a variety of ways; using different
instructional methods will help meet the needs of the greatest number of learners ii
.
When you design your course to be accessible, you anticipate that people will have
diverse needs, and so ensure that everyone in your class will be able to learn
successfully.
What is Accessible Education?
Accessible Education is the process of
designing courses and developing a
teaching style to meet the needs of
people from a variety of backgrounds,
abilities and learning styles. It takes into
account a range of student
characteristics, including ethnic
background, race, abilities, disabilities,
age, gender, language abilities and
preferred learning style.
You can apply Accessible Education to
all aspects of instruction — for example,
course delivery methods, physical
spaces, information resources,
technology, personal interactions with
students, evaluation and assessmentiii
.
What are some best practices in
Accessible Education?
 Identify and clearly convey the
essential course content.
 Recognize that students can express
understanding of essential course
content in multiple ways.
 Present core material through a
variety of mediums; for instance,
lectures, readings, hands-on
activities and visuals.
 Choose course materials that all
students can use. Digital textbooks
may be selected and digital course
packs created in easily convertible
electronic formats, videos may be
captioned, and transcripts made for
audio files.
 Make course materials — notes,
slides, descriptions of assignments,
syllabi — available online in
accessible formats for all students.
 Provide students with clear
expectations of course requirements,
as well as feedback on assignments.
 Design long-term course projects or
assignments, so that students have
the option of handing in components
and getting feedback on them prior
to delivering the final product.
 Consider having multiple methods of
student evaluation, such as exams,
presentations, papers, etc. There
http://cou.on.ca/accessibility
may be more than one appropriate
way to meet and measure learning
objectives.
 Include an accessibility statement on
your syllabus (see below).
 Promote interaction and
collaboration among students. Help
them form study groups or set up an
accessible online forum where
students can collaborate, share and
evaluate one another’s work, either
formally or informally.
 Consult with colleagues and experts
at your institution on best practices
that you could adopt in your courses.
Sample course accessibility
statement
Below is a sample accessibility
statement from the University of
Torontoiv.
“The University provides academic
accommodations for students with
disabilities in accordance with the terms
of the Ontario Human Rights Code. This
occurs through a collaborative process
that acknowledges a collective
obligation to develop an accessible
learning environment that both meets
the needs of students and preserves the
essential academic requirements of the
University’s courses and programs.”
Getting Started
To get started, consider using an
accessibility checklist, such as the one
available through the Universal Design
for Learning Universe as part of its
Faculty Development Guide or the
University of Guelph Universal
Instructional Design Project Checklist.
You can also consult with a curriculum
developer or education specialist at your
university in the faculty development
office or teaching and learning centre,
as well as staff in the disability services
office.
You should also refer to any related
university senate policies at your
institution.
More resources:
Center for Applied Special Technology (CAST): http://www.cast.org
Disabilities, Opportunities, Internetworking and Technology (DO-IT Center):
http://www.washington.edu/doit/
National Center on Universal Design for Learning: http://www.udlcenter.org/
University of Guelph, Teaching Support Services, Centre for Open Learning and
Educational Support, Universal Instructional Design Project:
http://www.tss.uoguelph.ca/uid/
UDL-Universe: http://enact.sonoma.edu/udl
To obtain this document in an alternative format, please contact:
http://cou.on.ca/accessibility
Council of Ontario Universities
180 Dundas Street West, Suite 1100, Toronto ON M5G 1Z8
Tel: 416-979-2165
Fax: 416-979-8635
Web: http://www.cou.on.ca
Created in September 2012
i
The term Accessible Education has been adopted to capture the value of two frameworks in improving
the accessibility of university education: Universal Instructional Design (UID) and Universal Design for
Learning (UDL). Both were informed by the architectural concept of Universal Design, which is “the
design of products and environments to be usable by all people, to the greatest extent possible, without
the need for adaptation or specialized design.” (Center for Universal Design, The Principles of Universal
Design)
“UID is not just about accessibility for persons with a disability – it’s about truly universal thinking –
maximizing learning for students of all backgrounds and learner preferences while minimizing the need
for special accommodations.” (University of Guelph, UID Implementation Guide)
“UDL is a set of principles for curriculum development that give all individuals equal opportunities to learn.
UDL provides a blueprint for creating instructional goals, methods, materials, and assessments that work
for everyone – not a single, one-size-fits-all solution but rather flexible approaches that can be
customized and adjusted for individual needs.” (Center for Applied Special Technology (CAST), Universal
Design for Learning)
ii Nilson, Linda B. (2010). Teaching at Its Best: A Research-Based Resource for College Instructors (3rd
ed). John Wiley and Sons.
iii Disabilities, Opportunities, Internetworking, and Technology (DO-IT) Centre at the University of
Washington, Universal Design of Instruction (UDI): Definition, Principles, Guidelines, and Examples.
iv This sample accessibility statement is taken from the University of Toronto, Tip Sheet on Developing
Course Syllabi.
http://cou.on.ca/accessibility
Writing a Course Syllabus
Are you designing or revising a course syllabus?
All students benefit from an organized, well-written and complete syllabus. They are
also better equipped to plan their semester if they have a clear idea of their educators’
expectations, the demands of their courses, and the due dates of their assignments.
With these tips you can make your course and syllabus accessible to the greatest
number of students.
General tips on writing an
accessible course syllabus
 Communicate clearly the essential
requirements of the course to all
students, including learning
outcomes.
 Include a course outline that covers
the required readings, assignments
and defined expectations.
 Encourage students to tell you about
any accessibility concerns.
 Describe your teaching philosophy.
 Highlight any outings, labs and all
deadlines. Specify any activity that
might be out of the ordinary, such as
changes in time or class location.
 Provide contact information and
office hours for all instructors
involved in the course (for example,
professors and teaching assistants).
 Give students more than one option
for getting in touch with you — via
email, by phone or visits during
designated office hours.
 Consider having multiple methods of
student evaluation, such as exams,
presentations, papers, etc. There
may be more than one appropriate
way to meet and measure learning
objectives.
 Ensure ample time between
assignments for students to receive
feedback before the next assignment
is due. Consider the time required for
your students to complete
assignments, and for you and your
teaching assistants to mark and
return assignments.
 Review your syllabus throughout the
course. Send any updates to
students, or post them where the
class can receive them in an
accessible format.
 Review your syllabus on an annual
basis. What could be changed?
 Learn from your peers and discuss
what works well.
 Your university offers services to
help you create an accessible
environment for learners. Consult the
teaching and learning office and/or
centre for students with disabilities
for more tips and to find out about
supports that are available.
http://cou.on.ca/accessibility
Make the document accessible
Some students use assistive technology
to adapt information into a usable format
for their learning needs. Some examples
of assistive technology are:
Screen readers: These read aloud
information on a computer screen, such
as written text, or the description of an
image provided through alternative text
or Alt Text.
Screen enhancement software: This
allows users to magnify the computer
screen or change the contrast to make
the content easier to see.
 Your syllabus will be one of the first
contact points that students have
with your class. Providing the
document in an accessible format
— one that can be read easily and
used by an assistive technology
such as a screen reader— will
demonstrate that your course is
inclusive.
 Make the syllabus available
electronically to all students, and
update it if there are revisions
during the course; this could be
done through a learning
management system, such as
Blackboard, Web CT, Desire2Learn,
Moodle or Sakai; by email or on the
course website.
List campus supports and
policies
 Use the syllabus to inform students
about other services on campus that
could assist them — for example, the
centre for students with disabilities,
counselling services, writing centre,
library services, etc.
 Include relevant university policy
statements on issues, such as
academic integrity, student code of
conduct and accessibility for people
with disabilities.
Include an accessibility
statement
Including an accessibility statement as
part of your syllabus gives you an
opportunity to demonstrate your
willingness to provide reasonable
accommodations in your class for
students with disabilities.
Sample course accessibility
statement
Below is a samples accessibility
statement from the University of
Torontoi
.
“The University provides academic
accommodations for students with
disabilities in accordance with the terms
of the Ontario Human Rights Code. This
occurs through a collaborative process
that acknowledges a collective
obligation to develop an accessible
learning environment that both meets
the needs of students and preserves the
essential academic requirements of the
University’s courses and programs.”
Choosing course materials
 Choose course materials early. If
you are assigning a number of
readings, this will allow you enough
time to have the documents
converted into alternative formats or
for students to request the formats
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they need from the bookstore.
 It’s useful to cover core material
through a variety of mediums — for
instance, lectures, textbooks and/or
visual presentations.
 If possible, choose accessible
electronic versions of course
readings. This will allow students the
ability to convert the reading into the
format required, whether they use a
screen reader, an enlarger or other
technology.
 Note that some PDFs (Portable
Document Format files) are not
accessible to students using a
screen reader; when possible,
choose tagged PDFs, which may be
read by assistive technology. (Look
for the related Tip Sheet: “Using
Word documents and/or PDFs” for
more information.)
 If you use video or audio files,
consult with your disability services
office. Captioning or transcripts must
be provided on request for students
with disabilities. They may also be
beneficial for students whose first
language is not English and for the
entire class.
More resources:
University of Guelph, Teaching Support Services, Centre for Open Learning and
Educational Support, Universal Instructional Design Project:
Creating a Syllabus using the Principles of Universal Instructional Design.
UDL-Universe, A Comprehensive Faculty Development Guide: Syllabus Rubric.
The University of Toronto Centre for Teaching Support and Innovation has a
Tip Sheet on Creating Syllabi.
To obtain this document in an alternative format, please contact:
Council of Ontario Universities
180 Dundas Street West, Suite 1100, Toronto ON M5G 1Z8
Tel: 416-979-2165
Fax: 416-979-8635
Web: http://www.cou.on.ca
Created in September 2012
i
This sample accessibility statement is taken from the University of Toronto, Tip Sheet on Developing
Course Syllabi.
http://cou.on.ca/accessibility
Creating Accessible Lectures
Are students getting the most out of your lectures?
How you prepare, organize and deliver your lecture affects its accessibility and how
much students learn in your class.
Lecturing is an effective way of disseminating information and helping people to learn,
especially in large classes. Enthusiasm, expressiveness, clarity and interaction are all
characteristics of effective lecturing.i
Other teaching strategies may be used in large or
small classes to help you meet students’ various learning styles. These include
presentations by guest speakers, inviting a panel of experts, or scheduling short
discussion breaks among smaller groups of students. Research on best practices in
teaching and learning shows that people learn in a variety of waysii – so mix it up and
everyone can benefit!
Tips on lecture structure
 Limit each lecture to one major topic.
If this is not possible, state clearly
when you are changing topics.
 Put the lecture in context. Give
students the “big picture” of where it
fits in to the overall course and how it
relates to earlier material.
 The old adage – “Tell them what
you’re going to say, say it, then tell
them what you’ve just said” – is
especially true for lectures.
Everyone benefits when you provide
a clear outline, a well-structured and
informative lecture, and a good
summary of the key information
conveyediii
.
 Consider taking short “active breaks”
in your lecture. Studies show that
even highly motivated students have
attention spans of only about 20-25
minutes. During active breaks, they
could compare notes with a
neighbour, discuss a question in
small groups, solve a problem or
write a reaction. (For more detail,
see pages 117-120 in Teaching at Its
Best: A Research-Based Resource
for College Instructors.)
Tips on lecture delivery
 Face the students when you speak
and make sure you’re not in shadow.
If you are backlit, it might be difficult
for students to see your face.
 Pause frequently to allow students to
keep up with their note-taking and to
absorb information.
 Try not to move around too much.
Besides being distracting, this can
make it difficult for students who are
trying to lip-read, and/or limit the
effectiveness of a microphone if
you’re using oneiv.
 Give examples of key concepts.
 Provide definitions for new concepts
or vocabulary.
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 Share your enthusiasm for the topic.
If your research touches on the
lecture topic, share your successes
and challengesv
.
 Verbally explain any visual aids,
such as charts, graphs, images or
tables. Describe what they show.
 Consider allowing students to audiorecord lectures, or create audio
podcasts of your lectures and make
them available. While these may be
especially helpful for students with
disabilities and for students whose
first language is not English, they
could be a useful study aid for
everyone.
 Mix it up: is there a video, audio clip,
cartoon, graph, image or chart that
sums up or illuminates what you’re
trying to say? Using multiple
methods to convey information is
one of the best ways to reach as
many students as possible and keep
them engaged. Make sure all the
formats are accessible (for example,
using captions, transcripts or
alternative text).
 Encourage and support different
ways for students to interact with
you, the material and one another
through hands-on activities,
discussions or technology- / internetbased interactions including clickers,
or using a learning management
system.
 Consider incorporating other
teaching methods, such as inviting
guest speakers or a panel of experts,
holding discussions, or using
whiteboards, handouts,
presentations, videos and audio
clips. As always, ensure everything
is available in accessible formats.
 Give students options for
participating in activities and
discussions; for instance, let them
submit written questions or
comments rather than speaking in
class.
Large classes
 Use a microphone if one is available;
there is always a risk that your voice
will trail off, or that students at the
back of the room cannot hear.
 If you allow questions or comments
from the class, repeat each into the
microphone so everyone can hear.
Mid-sized classes
 Use a variety of approaches for
student engagement.
 Encourage students to ask questions
and seek clarifications. You can do
this verbally, online, by e-mail or
through note cards; it’s best to give a
number of options for responses.
 Follow up with students who appear
to be struggling, and suggest
methods of support.
Small classes, seminars and
tutorials
 Use open-ended questions to check
whether students comprehend the
material.
 Consider giving a participation grade
for students who post their notes
online for the entire class. Share
information on how to do this
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accessibly. This duty could be
shared on a rotating basis.
 Get to know your students and
understand what works best to meet
their learning needs.
Other general tips
 At the beginning of term, make an
announcement inviting students with
disabilities to approach you to
discuss any accessibility needs.
 Make your lecture notes, slides or
other handouts accessible and
available electronically to students
before class. This can be done
through a learning management
system, such as Blackboard,
WebCT, Desire2Learn, Moodle,
Sakai, by e-mail or on a course
website. Students may wish to take
notes on your slides, and it can help
them follow the flow of the class.
 If you make your lecture notes
available for each class, students
might not need a note-taker, and you
can ensure they will receive highquality information.
 If you make an important verbal
announcement in class, such as a
change in venue or time, consider
sending it via e-mail or posting it on
the course website as well.
 If you use video or audio files,
consult with your disability services
office. Captioning or transcripts must
be provided on request, but could be
beneficial for the entire class.
 Check out your classroom before the
semester begins: is it accessible to
students with mobility-related
disabilities? Does the layout allow
you to do what you need to in class?
Are there distracting background
noises? See what you can do to
minimize barriers or distractions in
the space that might make it difficult
for students to hear, pay attention or
take notes.
 Insist on professional, civil conduct
between and among students to
respect people’s differences and
create an inclusive environment.
More resources on lecturing:
See the University of Ohio’s Fast Facts for Faculty for a list of teaching methods and
their strengths and limitations.
The DO-IT Center at the University of Washington has suggestions on accessible
delivery methods, as well as A Checklist for Inclusive Teaching.
For tips on varying your instructional method, see pages 117-120 of Teaching at Its
Best: A Research-Based Resource for College Instructors (3rd ed.) by Linda B. Nilson.
John Wiley and Sons, 2010.
Teachability Project at the University of Strathclyde. Scottish Higher Education Funding
Council. Resource for Academic Staff on Accessible Curriculum For Students With
Disabilities: Creating Accessible Lectures for Disabled Students.
http://cou.on.ca/accessibility
University of Guelph, Teaching Support Services, Centre for Open Learning and
Educational Support, Universal Instructional Design Project: UID Quick-Start Checklist
and the UID Workbook
University of Oxford, Equality and Diversity Office: Creating Accessible Lectures.
University of Waterloo, Centre for Teaching Excellence, Teaching Tips: Lecturing
Effectively in the University Classroom.
To obtain this document in an alternative format, please contact:
Council of Ontario Universities
180 Dundas Street West, Suite 1100, Toronto ON M5G 1Z8
Tel: 416-979-2165
Fax: 416-979-8635
Web: http://www.cou.on.ca
Created in September 2012
i
Murray in Perry and Smart in the Centre for Teaching Excellence, Lecturing Effectively in the University
Classroom, Teaching Tips.
ii Nilson, Linda B. (2010) Teaching at Its Best: A Research-Based Resource for College Instructors (3rd
ed.) John Wiley and Sons.
iii Centre for Teaching Excellence, University of Waterloo, Lecturing Effectively in the University
Classroom.
iv University of Oxford, Equality and Diversity Office, Creating Accessible Lectures.
v University of Guelph, Teaching Support Services, Centre for Open Learning and Educational Support,
UID Quick-Start Checklist.
http://cou.on.ca/accessibility
Using PowerPoint
Do you use PowerPoint slides in your lectures for students?
All students benefit from an organized, clear, concise and well laid-out PowerPoint
presentation. These tips will help you make your presentations accessible to the
greatest number of people and limit the amount of work you need to do to
accommodate students with disabilities.
What makes a PowerPoint
presentation accessible?
An accessible PowerPoint presentation
is one that can be followed and
understood by any student. Additionally,
it can be easily read by a screen reader,
has effective alternative text (Alt Text),
and contains captioning or transcripts
for any embedded audio or video.
Some students use assistive technology
to adapt information into a usable format
for their learning needs. Some examples
of assistive technology are:
Screen readers: These read aloud
information on a computer screen, such
as written text, or the description of an
image provided through alternative text
or Alt Text.
Screen enhancement software: This
allows users to magnify the computer
screen or change the contrast to make
the content easier to see.
Mac users should be aware that many
versions of PowerPoint for Mac have
serious accessibility limitations. For
example, you cannot assign Alt Text to
images or export the presentation as an
accessible PDF file in the versions until
and including 2008. Similarly, Apple’s
Keynote presentation software is not
recommended if you need to create an
accessible presentation.
General tips
 Ensure that the type is large enough
to read easily. If your presentation
will be viewed via projector, the type
should be larger than on printed
handouts; 30-point type is
recommended.
 Make sure there is a high contrast
between the background and the
text. If your presentation will be
viewed via projector, the contrast
often needs to be more pronounced
than on printed material.
 If you use colours, use ones that are
highly contrasting.
 Make sure the content can be
interpreted in grey-scale, in case
someone prints it in black and white.
 Use the slide layout templates
provided by PowerPoint. They have
been designed to be accessible.
 Use titles on each slide, so the flow
of the presentation is easy to
http://cou.on.ca/accessibility
navigate.
 Use simple slide transitions or avoid
animation-like effects altogether.
Complex transitions, such as
checkerboards, can be distracting
during presentations; they may also
cause problems with screen readers
or other assistive technologies if
someone views the presentation
electronically.
 Use simple language.
 Don’t overcrowd slides with text.
Three to seven bullet points per slide
is a good rule of thumb.
 If you embed video, make sure it is
captioned and that the player
controls — start, pause, stop — are
accessible.
 If you embed audio, make sure a
transcript is available.
 If your slides contain animations,
make sure they are brief and do not
distract from the most important
content on the page.
 Use hyperlinks, and insert a
descriptive title for the link rather
than a long web address (see
resource below).
 Use Alt Text to explain pictures,
images, graphics, graphs, tables and
flowcharts, so that a screen reader
can access them.
 Use the notes pane to insert your
lecture notes.
 Make the slides available
electronically to your students on a
learning management system, such
as Blackboard, WebCT, Desire 2
Learn, Sakai or Moodle, on the
course website or by e-mail.
Not everyone will have the software
required to view PowerPoint
presentations on their computer, so it is
best to convert your file to an accessible
PDF before sharing via email. (See
“Using Word documents and/or PDFs”.)
What is alternative text?
Alternative text describes an image so
that the user’s assistive technology may
convey what information is being
provided. It appears when you move
your cursor over a picture or object. In
situations where the reader cannot see
the image, Alt Text ensures that no
information is lost. For lecture
presentations to be accessible, Alt Text
must be assigned to all photos, images,
multimedia, graphs, charts, text boxes,
ClipArt, SmartArt, AutoShapes, etc.
Effective Alt Text:
 Communicates the purpose of the
image accurately and succinctly.
 Contains a short description of the
image that is important to the user’s
understanding of the information
conveyed and a longer description
for complex or detailed diagrams and
images.
 Does not repeat the text of an
adjacent caption. Screen readers
read both the caption and the Alt
Text, so avoid having the same
details in both.
 Does not contain the words “Image
of” at the start of the Alt Text. Screen
http://cou.on.ca/accessibility
readers tell the user that there is an
image and then read the Alt Text.
 Does indicate “Screen shot of…” if it
is an image taken from a computer
screen.
 Does indicate “Photo of…” if it is a
photo.
 Requires no text if an image is purely
decorative. Simply provide two
quotation marks (“ ”) as the Alt Text.
 Uses punctuation for full sentences.
The method for adding Alt Text varies
from version to version of PowerPoint,
but typically you will start by rightclicking on the image and then making a
selection from the menu that appears
(for instance, “Format Picture” or “Size
and Position”). Earlier versions of
PowerPoint for Mac don’t have an
option for adding Alt Text to images.
Consult your software manual for
detailed instructions.
More resources:
The WebAIM (Web Accessibility in Mind) site offers detailed information on how to
create accessible PowerPoint presentations and effective use of fonts. We used the
article PowerPoint Accessibility to compile the “General tips” section of this document.
The Teaching Commons at California State University has guidelines as well as a series
of videos on creating accessible PowerPoint presentations. These explain how to add
Alt Text and hyperlinks, use the notes pane, and how to format tables and charts.
The Accessible Digital Office Documents project (ADOD), part of the Inclusive Design
Research Centre at OCADU, has a number of resources, including step-by-step
instructions for Microsoft Office programs such as Word, Excel and PowerPoint. This
resource includes information on adding hyperlinks, Alt Text and using other
accessibility features.
Microsoft has an online guide, Creating accessible PowerPoint presentations.
To obtain this document in an alternative format, please contact:
Council of Ontario Universities
180 Dundas Street West, Suite 1100, Toronto ON M5G 1Z8
Tel: 416-979-2165
Fax: 416-979-8635
Web: http://www.cou.on.ca
Created in September 2012
http://cou.on.ca/accessibility
Using Word documents
and/or PDFs
Do you distribute information to students using Microsoft Word documents or PDFs?
Everyone benefits from organized, clear, concise and well laid-out assignments, syllabi
and handouts. These tips can help you make your Word documents and PDFs
accessible to the greatest number of students.
What makes a Word document
accessible?
An accessible Word document is one
that can be followed and understood by
any student. Additionally, it can be read
by a screen reader, has effective
alternative text (Alt Text) and contains
captioning or transcripts for any
embedded audio or video.
Some students use assistive technology
to adapt information into a usable format
for their learning needs. Some examples
of assistive technology are:
Screen readers: These read aloud
information on a computer screen such
as written text, or the description of an
image provided through alternative text
or Alt Text.
Screen enhancement software: This
allows users to magnify the computer
screen or change the contrast to make
the content easier to see.
What makes a PDF accessible?
PDF stands for portable file document, a
format that looks the same on the
screen as it does in print, regardless of
the software program used to create it
or on which computer system it is being
viewed. The free Adobe Reader
software is used to view and print PDFs.
To create an accessible PDF, you
should start by creating an accessible
Word document. Step 2 is to convert the
Word document to a properly tagged
PDF, and Step 3 is to check the PDF’s
accessibility and fix any problems.
Step 1: Create an accessible
Word document
General tips
 Text should be at least 12-point type;
fonts should be simple and sans serif
(e.g. Arial, Comic Sans MS, Georgia,
Courier New, Tahoma, Trebuchet
MS or Verdana).
 Maintain a high contrast; black text
on a white background, or white text
on a black background are easiest to
read.
 If you use colours, select those that
are highly contrasting.
 Make sure the content can still be
interpreted in grey-scale if someone
prints the document in black and
white.
http://cou.on.ca/accessibility
 Use a bold font to show emphasis.
Italics or upper-case letters is not
recommended.
 Avoid using the “Enter” or “Return”
key to create space between
paragraphs. To change the spacing,
select the paragraphs and change
their spacing-before and spacingafter settings. Newer editions of
Word add a blank line after each
paragraph, and insert space before
headings by default, so this may not
be required.
 Avoid using Word text boxes. Screen
readers cannot see inside them.
 Use hyperlinks, and insert a
descriptive title for the link rather
than a long web address (see
resource below).
 Avoid using watermarks or other
background images that obscure the
text. If the information is important,
include it elsewhere in the document.
Use Word styles and headings
Visual cues, such as headings, make it
easier for all readers to use your
document. Also, screen readers can
interpret Word styles and headings
when they are applied properly, and
help the user navigate your document.
 Design your document by using
Word’s “Styles” menu, rather than by
applying formats to the text directly.
For example, if you enlarge a font
and make it bold, a screen reader
will not see it as a heading; but if you
apply a heading style to the text, the
screen reader will recognize it.
 Use “Styles” to create a logical
hierarchy that makes your document
easy to navigate: “Title”, “Heading 1”,
“Heading 2”, etc.
Tables, columns and lists
 Avoid nested tables, merged or split
cells inside tables.
 Ensure that the tab order within a
table is logical. To test the
navigation, select the first cell of the
table, then press the “Tab” key
repeatedly to ensure that the focus
moves across the row and then
down to the first cell of the next row.
 Do not use tabs or the spacebar to
create columns of text with space
between them. To create multicolumn documents, always use
Word’s “Columns” layout feature.
Add Alt Text to images
Alternative text (Alt Text) describes an
image so that the user’s assistive
technology may convey what
information is being provided. It appears
when you move your cursor over a
picture or object. In situations where the
reader cannot see the image, Alt Text
ensures that no information is lost. For
websites, documents and lecture
presentations to be accessible, Alt Text
must be assigned to all photos, images,
multimedia, graphs, charts, text boxes,
ClipArt, SmartArt, AutoShapes, etc.
Effective Alt Text:
 Communicates the purpose of the
image accurately and succinctly.
 Contains a short description of the
image that is important to the user’s
http://cou.on.ca/accessibility
understanding of the information
conveyed and a longer description
for complex or detailed diagrams and
images.
 Does not repeat the text of an
adjacent caption. Screen readers
read both the caption and the Alt
Text, so avoid having the same
details in both.
 Does not contain the words “Image
of” at the start of the Alt Text. Screen
readers tell the user that there is an
image and then read the Alt Text.
 Does indicate “Screen shot of…” if it
is an image taken from a computer
screen.
 Does indicate “Photo of…” if it is a
photo.
 Requires no text if an image is purely
decorative. Simply provide two
quotation marks (“ ”) as the Alt Text.
 Uses punctuation for full sentences.
How to add Alt Text
Remember, you must provide Alt Text
for all graphics, images and multimedia
content.

1. Right click on the image.
   (Control+click if using a Mac.)
2. Depending on the edition of Word
   you’re using, select “Size”, “Format”
   or “Format picture”. For tables, click
   “Table properties”.
3. Select “Alt Text” and type in the text
   that describes the image (e.g. “Logo
   of Council of Ontario Universities”).
   Use clear but concise descriptions.
   There is no option for adding Alt Text to
   images, charts or graphs using Word for
   Mac 2004 or 2008.
   Step 2: Convert to PDF
   Once you have prepared your Word
   document with accessibility in mind, you
   are ready to convert it to a PDF. For
   assistive technologies to be able to read
   it properly, the PDF must be tagged with
   an additional layer of information that
   allows the devices to determine how to
   navigate the file, and how to identify
   images, headings and paragraphs,
   among other items.
   If you are working with Microsoft Word
   2007 or 2010, this tagging will be done
   automatically when you save a file as
   PDF format. (Under “Options”, make
   sure that the “Document structure
   tags for accessibility” box is checked.)
   However, on the Mac operating system
   and in earlier versions of Word, using
   this method will create an untagged, and
   therefore inaccessible PDF. In this case,
   to create a tagged PDF you will need to
   use the plug-in that is available within
   Word if Adobe Acrobat is installed:
4. In the top toolbar, click the
   “Acrobat” tab.
5. Select “Create PDF”.
6. In the “Save” box, select the
   “Options” button. Select the “Enable
   Accessibility” and “Reflow with
   Tagged Adobe PDF” options.
7. Name the file as desired, select a
   destination folder, and click “Save”.
   http://cou.on.ca/accessibility
   Step 3: Check and fix
   accessibility
   If you have followed all of the above
   guidelines for creating your Word
   document, the resulting PDF has a
   basic level of accessibility. However, it is
   important to note that this document
   might not be fully accessible to all
   screen readers or assistive
   technologies; you may need to provide
   additional information using Adobe
   Acrobat software. For detailed
   information about creating accessible
   PDFs, see the Adobe Acrobat
   Accessibility Training Resources.
   Recent versions of Word (after 2010)
   have an Accessibility Checker that
   operates much as a spellchecker does.
   It can be found under “File”, “Info”,
   “Check for Issues”, and then “Check
   Accessibility”. It inspects your file and
   alerts you to issues that could make it
   difficult for a user with a disability to
   access.i
   More resources:
   The WebAIM (Web Accessibility in Mind) site offers more information, including how to
   create accessible Microsoft Word documents for PC and Mac users and effective use of
   fonts.
   The Accessible Digital Office Documents project (ADOD), part of the Inclusive Design
   Research Centre at OCADU, has a number of resources including step-by-step
   instructions on many word processing programs. This resource includes information on
   adding hyperlinks, Alt Text and using other accessibility features.
   Microsoft’s guide, Create Accessible Word Documents, offers online video tutorials and
   a reference sheet that may be used offline.
   California State University offers a number of online tutorials on making accessible
   documents.
   The CNIB Clear Print Accessibility Guidelines provide useful tips on print documents.
   Chronicle of Higher Education blog post: How to Create Accessible Documents.
   To obtain this document in an alternative format, please contact:
   Council of Ontario Universities
   180 Dundas Street West, Suite 1100, Toronto ON M5G 1Z8
   Tel: 416-979-2165
   Fax: 416-979-8635
   Web: http://www.cou.on.ca
   Created in September 2012
   i
   Microsoft Corporation, Check for Accessibility Issues.
   http://cou.on.ca/accessibility
   Evaluating Students and
   Giving Feedback
   Do you grade students on their performance and offer feedback on how they can
   improve?
   What you choose to evaluate in your courses and how you critique students’ work can
   have an impact on their learning, as well as their long-term learning practices and study
   and work habitsi
   .
   Research shows that getting the right kind of feedback helps students stay engaged.
   Feedback is most constructive when it is relevant, accessible, consequential and
   timelyii
   . Furthermore, providing feedback that guides students toward mastery, rather
   than toward a fixed conception of performance, helps sustain motivationiii
   .
   Whether you are grading papers, lab reports, tests, exams or other assignments, all
   students can benefit from evaluation and feedback that is clearly communicated.
   Tips on evaluation
   (Selections taken from the University of
   Guelph’s Universal Instructional Design
   project, A Faculty Workbook)
    Identify and clearly express the
   essential course content.
    Recognize that students can express
   understanding of essential course
   content in multiple ways.
    Clearly communicate all deadlines,
   assignments and expectations well
   in advance.
    Ensure ample time between
   assignments for students to receive
   feedback. Consider the time required
   for your students to complete
   assignments, and for you and your
   teaching assistants to mark and
   return them.
    Consider having multiple means of
   student evaluation, such as exams,
   presentations, papers, etc. There
   may be more than one appropriate
   way to meet and measure learning
   objectives.
    Design course assignments so they
   are integrated. Long-term projects
   that build skills and understanding
   through a series of smaller,
   cumulative assignments are most
   beneficial for student learning.
    If you use multi-part assignments,
   make sure students are required to
   build upon past work.
    Consider asking students to assess
   themselves and their peers on both
   learning processes and outcome.
   Use accessible online conferencing,
   e-mail or file exchange to organize
   peer review of assignments.
    When grading written work, use
   rubrics to ensure consistency of
   http://cou.on.ca/accessibility
   assessment criteria and feedback.
    Consider using accessible, webbased practice exercises/quizzes
   with automated marking for students
   to self-assess their understanding.
   Give explanations for correct and
   incorrect responses.
    When selecting online quizzes,
   check if there is flexibility in the time
   limit in case a student requests an
   accommodation.
    Consider using an exam review
   game to demonstrate the type of
   questions that will be asked. Give
   students feedback on how well they
   have learned the material.
    Use e-mail or the course website to
   facilitate the submission and return
   of assignments.
    If you post grades, use a passwordprotected course website instead of
   a sheet of paper. Electronic and
   accessibly formatted documents will
   allow as many students as possible
   to obtain the information readily.
    Avoid allowing external factors such
   as penmanship to affect your
   grading.
   Tips on giving feedback
   (Selections taken directly from the
   University of Guelph’s Universal
   Instructional Design project, A Faculty
   Workbook, the National Center on
   Universal Design for Learning section
   on mastery-oriented feedback, and the
   University of Toronto Scarborough’s
   Universal Instructional Design: Creating
   an Accessible Curriculum.)
    The most accessible and useful
   feedback is frequent, timely and
   specific.
    Allow students to contact you by
   more than one method — an officehours visit, e-mail, a phone call
   during office hours — if they would
   like more in-depth feedback or want
   to discuss their performance.
    Feedback that is typed and delivered
   electronically in an accessible
   format, by e-mail or through a secure
   sign-in to a course website, is
   accessible to the majority of
   students.
    Provide clearly legible (i.e. typed),
   informative and prompt feedback on
   both the student’s demonstrated
   strengths and areas for
   improvement. Ensure the privacy of
   this feedback.
    Encourage mastery of material and
   the use of specific supports and
   strategies in the face of a challenge.
   Provide information on resources
   and supports available on your
   campus.
    Provide feedback that is substantive
   and informative, rather than
   comparative or competitive.
    Identify patterns of errors and wrong
   answers, and demonstrate how to
   incorporate evaluation into positive
   strategies for future success.
    Consider allowing students to turn in
   components or drafts of large
   projects for feedback before the final
   project is dueiv.
    Give explanations for correct and
   incorrect responses if you’re giving
   computer-generated feedback, or
   use accessible web-based practice
   exercises and quizzes with
   automated marking for students to
   self-assess their understanding.
    Help students form study groups or
   set up an accessible online forum
   where students can collaborate,
   share and evaluate one another’s
   work, either formally or informally.
    Meet with students who don’t do well
   on graded work to see if you can
   help them develop strategies to
   overcome the problems identified.
   More resources:
   National Center on Universal Design for Learning: Checkpoint 8.4: Mastery-Oriented
   Feedback.
   Disabilities, Opportunities, Internetworking, and Technology (DO-IT) Center at the
   University of Washington: Universal Design of Instruction (UDI): Definition, Principles,
   Guidelines, and Examples.
   University of Toronto at Scarborough: Universal Instructional Design: Creating an
   Accessible Curriculum.
   i
   National Center on Universal Design for Learning. Checkpoint 8.4: Mastery-Oriented Feedback.
   ii National Center on Universal Design for Learning. Checkpoint 8.4: Mastery-Oriented Feedback.
   iii National Center on Universal Design for Learning. Checkpoint 8.4: Mastery-Oriented Feedback.
   iv Disabilities, Opportunities, Internetworking, and Technology (DO-IT) Center at the University of