Small changes can have a big impact
Use this checklist to guide you toward creating accessible face-to-face presentations. Start with practices that you find quick and easy, then build from there.
Accessibility Checklist for Face-to-face Presentations (Printable PDF)
Visual Considerations
To make it easier for the audience to use information and cues available from seeing the eyes
and mouth of the speaker:
◻ Face your audience; avoid facing the screen or white board or looking down at your notes
for long periods of time
◻ Strive to visually engage audience members in the entire room by looking at all areas in the room
◻ Be visible to your audience by standing in a well-lit area
◻ Do not stand in the projector light, in shadow, or in front of the screen/whiteboard
◻ Avoid excessive movement or roaming throughout the room while presenting
Auditory Considerations
To alleviate undue effort and fatigue from straining to hear:
◻ Use a microphone if the space seats more than 25 people, or if there are background noises
(e.g., fan, projector, heating system, noisy hallway)
◻ Check with audience members to see if they are having any difficulties hearing you
◻ Speak clearly and avoid speaking too quickly
◻ Provide important announcements in writing as well as verbally, if possible
◻ Repeat questions, answers, or comments from audience members
◻ Verbally explain all visuals provided on slides (e.g., charts, graphs, images)
Comprehension Considerations
To reduce cognitive load and unnecessary effort:
◻ Design a well-organized lesson (e.g., use title slides to separate sections)
◻ Make slides (or partially filled-in slides) available electronically before class
◻ Provide a clear outline at the beginning of the lesson and revisit at the end of the lesson
◻ Give learners time to process complex concepts
◻ Explain acronyms and abbreviations both verbally and in writing
◻ Provide short breaks in lessons over 60 minutes
◻ Include a variety of media formats (e.g., text, graphics, audio, video) to communicate concepts
in your presentation
◻ If using audio, provide a transcript; if using video, add captions on the video; if using audio and video,
provide both a transcript and captions
◻ Chunk the lesson into sections and ask questions and/or allow time for questions after each section
◻ If learners are expected to read a passage silently on the screen, read it out loud for them
◻ Give more than one example when explaining complex concepts
References
Palmer, J. & Caputo, A. (2002-2003). The Universal Instructional Design Implementation Guide. Open Learning and Educational Support, University of Guelph.
Further Information
Educator’s Toolkit. Council of Ontario Universities Accessible Campus.
W3C Web Accessibility Initiative (WAI)