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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. 

                                                Small changes can have a big impact

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 


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)