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Hosting Accessible Trainings
The content in this e-book has been adapted from many sources. We've listed all of them below. This work is a compilation of many people, and I don't claim any rights to any of that content.
Before you advertise your event, there are a couple of things you should check:
Is your website/ advertisement accessible?
The CDC estimated there are about 61 Million adults in the United States who live with a disability. Ensuring the content you are putting out is accessible, will ensure they are able to access the information about your event. Here are some free resources for determining if they are accessible:
| Item | Description |
|---|---|
| Web Aim | Browser extension that will put a visual overlay on your site of all the accessibility errors you might find. |
| Color Contrast Checker | This allows you to check any two colors on your screen to determine if they meet guidelines. If not, it also provides a slider to adjust the contrast of either color to find the hex-code of nearest accessible color. |
| TPGi Accessibility Checker | Alternative plug-in to check the accessibility of your site |
| FAE Accessibility Checker | Alternative plug-in to check the accessibility of your site |
It's important on all of your advertisement, including any registration page, that you are asking participants if they are in need of accommodations. There should be a clear process for requesting them. For example we recommend including on your email communication, website, or registration for a line that reads:
If you require accommodations for this event please email [Insert name of Person] at [Insert Email Address].
If someone responds to your email, and you have questions on how to manage that request, feel free to reach out to our office at: accessibility-support@rutgers.edu. We can help you understand what is being requested, and point you in the right direction on what to do next.
It may be tempting in an effort to make the most accessible event to want to arrange an interpreter. While this is great that you're looking to make your event more inclusive, not every d/Deaf person knows ASL. Furthermore, if no individual attends who understands it, it won't provide any additional benefit.
On the other side of the coin, captioning can benefit everyone whether that be individuals where English is a second language, or the audience in the back of the room having difficulty following along.
Whether you are conducting your training in person or remote, you should consider using auto-captions as a baseline for open access. Not only is it your cheapest option, but will provide access to the most amount of people. It's important to note that Auto-captions are about 80% accurate, and should there be a d/Deaf or Hard of Hearing Individual, this may not be suitable as an accommodation (see above).
Below are some options available for both in-person and remote settings (pending there hasn't been a formal request):
| Item | Description |
|---|---|
| Zoom/Teams/Webex Auto-Captions (Free) | If you are using a major conferencing tool, like Zoom, many have an ability to turn on auto-captions. In some cases this needs to be enabled by the host before participants can view them. |
| PowerPoint Auto Captions (Free) | Microsoft 365 allows for you to enable auto-caption when in presentation mode. |
| Zip Captions (Free) | This is a free online tool that allows you to present captions live to an audience, and also to stream them out to viewers phones. This lets them watch the live transcript without worrying about line of sight. |
Many people will present in-person or remotely via PowerPoint. It's important that if you are sharing your PowerPoint, that you are building it with accessibility in mind. You can use the Microsoft Accessibility Checker to run a scan of your slide deck and identify issues.
You are also encouraged to sign up for Deque University, that has many self paced videos on how to build accessible decks.
See our Style Guide.for more information about fonts, colors, and other items to help make your powerpoint even more accessible.
Whether presenting online or in-person its helpful to have something to follow along with. This could be an accessible version of your powerpoint, or an alternate document with the same information. It's important that if you are providing documents you are checking to make sure they are accessible. Below are a few options to help you do so:
- Microsoft Accessibility Checker : If you building a syllabus, outline of your presentation, or handing out notes made from Word, its recommended you use this tool to check that information first.
- PDF Validator: This will scan your PDF and identify any issues with accessibility it may have.
The following includes do's and don't when Designing for Accessibility, as provided by UKhomeoffice.
To see our full guide to designing content read our Accessible Content Guide.
Here are some helpful tips to remember when presenting:
- Have Good Lighting
- Speak Clearly
- Use Clear and Simple Language
- Describe visuals
- Repeat Questions
- Identify Speakers
- Don't use flashing content
- Understand Assistive technology, and ensure it works before starting
A Cognitive Disabilities "include conditions such as aphasia, autism, attention deficit, dyslexia, dyscalculia, and memory loss."
Ways that this might impact an individual, includes but is not limited to:
- Attention – the ability to focus and keep focused on the current task
- Processing Speed – the rate at which the brain handles information
- Short-Term Memory – the ability to retain information for short periods of time
- Long-Term Memory – the ability to store and recall information for later use
- Logic & Reasoning – the ability to reason, prioritize, and plan
- Language Processing – the ability to recognize letters and words and the ability to understand written or spoken language
- Math Processing – the ability to recognize numbers and symbols and the ability to understand and calculate simple math
Key Points
- Provide as much structure and reference material as you can. This includes outlines of what will be taught, list of assignments with due dates, teaching materials (i.e PPTS) to help students follow along, etc.
- Write in plain language, and use simple sentences/bullets
- Have multiple forms of receiving information (i.e written, verbal, visual)
- Repeat key statements or instructions
Designing for users on the autism spectrum
| Do | Don't |
|---|---|
| Use simple colors | use bright contrasting colors |
| write in plain language | use figures of speech and idioms |
| use simple sentences and bullets | create a wall of text |
| make buttons descriptive (i.e Attach files) | make buttons vague and unpredictable (i.e Click here!) |
| build simple and consistent layouts | build complex and cluttered layouts |
Designing for users with dyslexia
| Do | Don't |
|---|---|
| use images and diagrams to support text | use large blocks of heavy text |
| align text to the left and keep a consistent layout | underline words, use italics or write in capitals |
| consider producing materials in other formats (for example audio or video) | force users to remember things from previous pages - give reminders and prompts |
| keep content short, clear and simple | rely on accurate spelling - use autocorrect or provide suggestions |
| let users change the contrast between background and text | put too much information in one place |
Designing for users with anxiety
| Do | Don't |
|---|---|
| give users enough time to complete an action | rush users or set impractical time limits |
| explain what will happen after completing a service | leave users confused about next steps or time frames |
| make important information clear | leave users uncertain about the consequences of their actions |
| give users the support they need to complete a service | make support or help hard to access |
| let users check their answers before they submit them | leave users questioning what answers they gave |
Some common teaching strategies can include:
- Provide an outline of what will be taught - highlight key concepts and provide opportunities to practice new skills and concepts.
- Provide reading lists well before the start of a course so that reading can begin early.
- Consider tailoring reading lists and provide guidance to key texts. Allow work to be completed on an in-depth study of a few texts rather than a broad study of many.
- Whenever you are introducing procedures or processes or giving directions, for example in a laboratory or computing exercise, ensure that stages or sequences are made clear and are explained in verbal as well as written form.
- Students may benefit from using assistive technology.
- Use as many verbal descriptions as possible to supplement material presented on blackboard or overhead
- Use clear, succinct, straightforward language.
- Reinforce learning by using real-life examples and environments.
- Present information in a range of formats – handouts, worksheets, overheads, videos – to meet a diversity of learning styles.
- Use a variety of teaching methods so that students are not constrained by needing to acquire information by reading only. Where possible, present material diagrammatically - in lists, flow charts, concept maps etc.
- Keep diagrams uncluttered and use color wherever appropriate to distinguish and highlight.
- Ensure that lists of technical/professional jargon which students will need to learn are available early in the course.
- Recording lectures will assist those students who have handwriting or coordination problems and those who write slowly as well as those who have a tendency to mishear or misquote.
- Students will be more likely to follow correctly the sequence of material in a lecture if they are able to listen to the material more than once.
- Wherever possible, ensure that key statements and instructions are repeated or highlighted in some way.
- One-to-one tutoring in subjects may be important; this can include peer tutoring.
- Students may benefit from having oral rather than written feedback on their written assignments.
- It may be helpful for students with intellectual disability to have an individual orientation to laboratory equipment or computers to minimize anxiety.
⠀
Deaf (uppercase D) is used to describe people who identify as culturally Deaf and are actively engaged with the Deaf community. Deaf with a capital D indicates a cultural identity for people with hearing loss who share a common culture and who usually have a shared sign language.
When written as deaf (lowercase d) it refers to the physical condition of having hearing loss. People who identify as deaf with a lowercase ‘d’ don’t always have a strong connection to the Deaf community and don’t always use sign language. They may prefer to communicate with speech.
Lastly Hard of Hearing is a widely-accepted term to describe mild to moderate hearing loss. A person who is hard-of-hearing often does not use sign language as their first or preferred language. This may be due to them never having the opportunity to learn a sign language, or preferring not to.
Key Points
- DO NOT use offense language, like referring to the d/Deaf or Hard of Hearing student as 'Hearing impaired'.
- Speak to the individual (and look directly at the individual) and not to the interpreter
- You can get their attention by tapping on their shoulder, waving your hand or other visual cue
- Allow individuals an opportunity to read content you are presenting before you begin speaking *Repeat questions or statements made from students.
Designing for users who are d/Deaf or Hard of Hearing
| Do | Don't |
|---|---|
| write in plain language | use complicated words or figures of speech |
| use subtitles or provide transcripts for videos | put content in audio or video only |
| use a linear, logical layout | make complex layouts and menus |
| break up content with sub-headings, images and videos | make users read long blocks of content |
| let users ask for their preferred communication support when booking appointments | make telephone the only means of contact for users |
Here are some suggestions:
- Obtain the student’s attention before speaking. A tap on the shoulder, a wave or another visual signal is usually effective.
- Clue the individual who is hearing impaired into the topic of discussion. Students who are deaf need to know what subject matter will be discussed in order to pick up words that help them follow the conversation. This is especially important to individuals who depend on oral communication.
- Speak slowly and clearly; but do not yell, exaggerate, or over pronounce. Exaggeration and overemphasis of words distorts lip movements, making speech reading more difficult. Try to enunciate each word without force or tension. Short sentences are easier to understand than long ones.
- Look directly at the student when speaking. Even a slight turn of your head can obscure their ability to see your lips.
- Do not place anything in your mouth when speaking. Mustaches that obscure the lips, smoking, pencil chewing, and putting your hands in front of your face all make it difficult for students who are deaf to follow what is being said.
- Maintain eye contact with the student. Eye contact conveys the feeling of direct communication. Even if a sign language interpreter is present, continue to speak directly to individual who is deaf. He/she will turn to the interpreter as needed.
- Avoid standing in front of a light source such as a window or bright light. The bright background and shadows created on the face make it almost impossible to speech read.
- If the student indicates that they did not understand you, first repeat and then try to rephrase a thought rather than repeating the same words. If the person only missed one or two words the first time, one repetition will usually help. Particular combinations of lip movements sometimes are difficult for individuals who are hearing impaired to speech read. Do not be embarrassed to communicate by paper and pencil or computer, if necessary. Getting the message across is more important than the method used.
- Use pantomime, body language and facial expression to help communicate. A lively speaker is always more interesting to watch.
- Be courteous to the individual who is deaf during conversation. If the telephone rings or some one knocks at the door, excuse yourself and tell the student that you are answering the phone or responding to the knock.
- Use open-ended questions that must be answered by more than "yes" or "no." Do not assume that a student who is hearing impaired has understood your message if the student’s response is a nod of acknowledgement. Open-ended questions ensure that your information has been communicated.
- Seat the student to his/her best advantage. This usually means a seat opposite the speaker so the person with the hearing impairment can see the speaker's lips. The speaker should be illuminated clearly, so be aware of the room's lighting.
- Provide new vocabulary in advance. It is difficult, if not impossible, to speech read or read finger spelling of unfamiliar vocabulary. If new vocabulary cannot be presented in advance, write the terms on paper or a chalkboard, or use an overhead projector. If a lecture or film is to be presented, a brief outline or script given to the student and interpreter in advance helps them in following the presentation.
- Avoid unnecessary pacing and speaking when writing on a chalkboard. It is difficult to speech read a person in motion and impossible to speech read one whose back is turned. Write or draw on the board, then face the group and explain the work. If you use an overhead projector, do not look down while speaking.
- Make sure the student does not miss vital information. Write out any changes in meeting times, special assignments, additional readings or additional information. Allow extra time when referring to manuals or texts since the person with the hearing impairment must look at what has been written and then return his or her attention to the speaker.
- Slow down the pace of communication slightly to facilitate understanding. Many lecturers talk too fast. Allow extra time for the student to ask or answer questions.
- Repeat questions or statements made from the back of the room. Remember that students with hearing impairments are cut off from whatever happens outside their visual area.
The definition of visual impairment is “a decrease in the ability to see to a certain degree that causes problems not fixable by usual means, such as glasses.” Blindness is “the state of being unable to see due to injury, disease or genetic condition.”
Many Blind/Visually Impaired individuals will use a software called a screen reader, which will allow them to interact with their computer, phone, or tablet using their keyboard or touch gestures.
Language Use
The debate continues about “person-first” vs. “identity-first” language, and the correct terms to use to describe those who are differently abled. Some organizations and people prefer the terms “blind person” or “visually impaired person.” Others encourage the use of “person who is blind” or “person with visual impairment.”
Each person may have their own preferences, so be sure you are communicating with that individual to understand their specific needs/wishes.
Key Points
- Ensure all of your content is accessible prior to providing them. If needed work with your Office of Disability Services, who can help evaluate the accessibility of the tools and resources you are using
- Control the lighting, and use natural light whenever possible. In some cases you may need to use lamps, which should be placed behind the student (on the same side as the stronger eye- for low vision students)
- Offer enlarged print materials, and use SVGs over raster images (like .jpegs) on web content to allow images to scale appropriately
- Use high contrast colors
- Always state the name of who is speaking
Designing for users who are blind or use a Screen Reader
| Do | Don't |
|---|---|
| describe images and provide transcripts for video | only show information in an image or video |
| follow a linear logical layout | spread content all over a page |
| structure content using HTML | rely on text size and placement for structure |
| build for keyboard use only | force mouse or screen use |
| write descriptive links and headings (i.e Contact us) | write uninformative links and headings (i.e Click Here) |
Designing for uses with Low Vision
| Do | Don't |
|---|---|
| use good color contrasts and a readable font size | use low color contrasts and small font size |
| publish all information on web pages | bury information in downloads |
| use a combination of color, shapes and text | only use color to convey meaningFFP |
| follow a linear, logical layout | spread content all over a page |
| put buttons and notifications in context | separate actions from their context |
Here are some suggestions:
- Identify yourself by name, don't assume that the student who is blind or low vision will recognize you by your voice even though you have met before.
- Speak directly to a student who is blind, NOT through a companion or third party.
- Call the student by name if you want his/her attention.
- Verbally acknowledge the questions of a student who is blind, they cannot see a head shake or gesture.
- Be specific and descriptive in directions and avoid the use of vague terms with unusable information, such as "over there," "here," "this," etc.
- Don't worry about using phrases that refer to sight, e.g. “see you later,” these are commonly used expressions. Students with vision loss can still "see" what is meant by such expressions.
- Describe and familiarize the student to the classroom, laboratory, equipment, supplies, materials, etc. Once a student is oriented, maintain a consistent classroom environment. Tell the student if a room they are familiar with has been rearranged.
- Students who have had no vision since birth may also have difficulty understanding verbal descriptions of visual materials and abstract concepts. Consider the description, "This diagram of ancestral lineage looks like a tree." If one has never seen a tree, it may not be readily apparent that the structure of note has several lines of ancestry which can be traced back to one central family. However, students who lost their vision later in life may find it easier to understand such verbal descriptions. Using enhanced verbal descriptions in your class will benefit sighted students as well as those with visual challenges. In making comparisons or analogies, use familiar objects that don't depend on prior visual knowledge. Foods or objects found around the house are useful.
- Do not pet or touch guide dogs when they are wearing their harness. Guide dogs are working animals “on duty”. It can be hazardous for the visually impaired person if the dog is distracted.
- Provide handouts electronically in advance of the lecture.
- Describe any material you are writing down. Talk through any images or diagrams. If you refer back to the written information, speak it again.
- Spell out any new or difficult words or names.
- If the lecture relies on a demonstration, verbally describe what you are doing with clear, concise language. If the demonstration includes equipment or models that the student cannot see, allow the student to tactilely explore these items either during or before the lecture.
Designing for users with physical or motor disabilities Motor impairment is the partial or total loss of function of a body part, usually a limb or limbs. This may result in muscle weakness, poor stamina, lack of muscle control, or total paralysis. Motor impairment is often evident in neurological conditions such a cerebral palsy, Parkinson’s disease, stroke and multiple sclerosis.
Key Points
- Often times these students may use assistive technology like eye-gaze, head-trackers, etc to control their computer. Be sure to work with ODS and the student to ensure all of your tools are accessible
- Provide multiple means of communication, as some students may be more comfortable providing feedback written (via discussion boards, opposed to orally)
- Provide handouts and other course materials a head of time to allow them review it with their technology
| Do | Don't |
|---|---|
| make large clickable actions | demand precision |
| give clickable elements space | bunch interactions together |
| design for keyboard or speech only use | make dynamic content that requires a lot of mouse movement |
| design with mobile and touchscreen in mind | have short time out windows |
| provide shortcuts (i.e enter your zip code to autofill address) | tire users with lots of typing and scrolling |