Educators create accessible teaching materials so all students can use them, regardless of their abilities or disabilities. These materials help students engage with learning content and give everyone equal opportunities for educational success.
Accessible educational materials work for students with different needs and abilities. They include features that support students with visual, hearing, physical, or cognitive disabilities.
These materials appear in multiple formats. Screen readers can read digital texts aloud. Videos offer captions for deaf students. Worksheets use clear fonts and strong contrast for students with dyslexia.
Educators use basic techniques to help students with sensory, physical, and cognitive disabilities access materials effectively. For example, they add alt text to images and use simple language.
Key features of accessible materials:
Schools must provide accessible materials under disability laws. In April 2024, new ADA Title II rules required schools to ensure web and mobile app learning resources work for students with disabilities.
These laws protect students’ rights to equal education. Schools must offer materials in formats students can actually use.
Ethical considerations go beyond legal rules. Every student deserves a fair chance to learn and succeed.
Accessible teaching strategies can save time and reduce accommodation requests.
Michelle Connolly, founder of LearningMole, says: “When we design materials with accessibility in mind from the start, we’re not just helping students with disabilities – we’re creating better learning experiences for everyone.”
Students with disabilities benefit most from accessible materials. This group includes students with visual impairments, hearing loss, physical disabilities, dyslexia, ADHD, and autism.
Accessibility also helps many other students. English learners benefit from captions and simple language. Students with temporary injuries can use materials designed for physical disabilities.
Students who benefit include:
Universal Design principles show that learning barriers can become learning opportunities when educators design materials thoughtfully. This approach helps create inclusive classrooms where all students can participate fully.
Universal Design for Learning focuses on three core principles that create flexible pathways for all learners. Practical strategies help transform traditional teaching materials into inclusive resources for every student’s needs.
Universal Design for Learning is a teaching framework that removes barriers before they appear. This approach creates accessible learning environments for all students, including those with disabilities.
The framework relies on three main principles that guide how you design and deliver educational content.
Multiple Means of Representation gives students different ways to access information. For example, you can present a concept through visual slides, audio recordings, and written text.
This ensures students with different sensory abilities can engage with your content.
Multiple Means of Engagement addresses what motivates each learner. Some students thrive in group discussions, while others prefer individual reflection.
By offering both options, you create learning opportunities for different interests and learning styles.
Multiple Means of Action and Expression lets students show their knowledge in various ways. Instead of only written essays, you might allow video presentations, oral explanations, or creative projects.
Michelle Connolly, an expert in educational technology, says that UDL changes how we think about accessibility. It’s about designing inclusively from the beginning.
When you create accessible teaching materials, you can use UDL principles through specific design strategies. Start with flexible formats that present information in several ways at once.
For written materials:
For visual content:
For assessments:
Technology helps you implement UDL principles in your classroom materials. Digital platforms let you add audio descriptions, provide text-to-speech options, and create interactive elements for different learners.
Consider your physical classroom materials too. Use clear fonts on worksheets, provide enough white space, and add visual cues to written instructions.
This proactive approach supports students with disabilities and enhances learning for everyone.
Many students with disabilities face obstacles when accessing standard educational content. These barriers range from visual impairments that make reading printed text difficult to cognitive differences that make complex language hard to process.
Visual barriers affect many students who struggle with traditional printed materials. Students with visual impairments may see blank pages or jumbled information when using digital content.
Common visual barriers include:
Auditory barriers create challenges for students with hearing impairments. They may miss important information delivered through speech or audio materials.
Key auditory challenges:
Michelle Connolly, founder of LearningMole, says: “When we create materials assuming all students can see and hear perfectly, we exclude learners before they even begin.”
Cognitive barriers make it hard for students to process and understand information. Learning barriers often result from materials that lack flexibility for diverse learners.
Common cognitive obstacles include:
| Barrier Type | Impact on Learning |
|---|---|
| Complex language | Students struggle with jargon and long sentences |
| Information overload | Too much content at once |
| Abstract concepts | No concrete examples or visual supports |
| Sequential processing | Difficulty following multi-step instructions |
Students with dyslexia, ADHD, or autism spectrum conditions may struggle with standard text formats. Dense paragraphs and academic vocabulary create extra hurdles.
Language barriers also affect students learning English and those from different backgrounds. Technical terms and cultural references can make materials hard to understand.
Technology barriers can prevent students from accessing digital learning materials. Digital accessibility issues create challenges for students with various disabilities.
Primary technical barriers:
Many educational platforms lack accessibility features. Students using screen readers may find websites with no alt text for images or proper heading structures.
Device limitations can make these problems worse. Not all families have the latest technology or fast internet needed for multimedia content.
Quick accessibility fixes:
Accessible formats include audio, braille, large print, tactile graphics, and digital text that meets specific standards. These materials help students access the same content as their peers when traditional print creates barriers.
Digital text formats form the foundation for most accessible resources. These formats work with assistive technology so students can read and navigate materials independently.
Large print is a common format. Text size increases to 18-point font or larger, and line spacing also increases for better readability.
Electronic text files include Word documents, accessible PDFs, and HTML formats. These files work with screen readers and text-to-speech software.
Many schools convert standard PDFs into accessible Word formats automatically.
Michelle Connolly, founder of LearningMole, explains: “When creating digital materials, we must think about how assistive technology will interact with our content. Simple formatting choices make a huge difference for students who rely on screen readers.”
Key features of accessible digital text:
Audio formats help students who cannot access printed text. Digital talking books combine audio narration with highlighted text.
Audiobooks and recorded materials let students listen while following along visually. Professional narrators or text-to-speech software create these recordings.
Video accessibility requires captions for deaf and hard-of-hearing students. Audio descriptions help blind students understand visual content. Transcripts give a text-based option.
Try making audio versions of your worksheets using free text-to-speech tools. Students can listen during independent work time or at home.
Braille and tactile graphics support students with visual impairments who need hands-on information.
Braille materials convert text into raised dots that students read with their fingertips. Contracted braille uses shortcuts for common letter combinations. Uncontracted braille spells out each letter.
Tactile graphics use raised lines and textures to show charts, maps, and diagrams. 3D printed models help students understand shapes and structures.
Raised-line drawings work for simple charts and graphs. Wikki Stix or puff paint can create tactile elements on paper quickly and affordably.
Consider which students might benefit from tactile elements added to visual materials. Even simple textures can help learners who process information through touch.
Three core principles help you create accessible materials: use clear language with readable fonts, apply effective colour and contrast, and organise information with chunking and layout. These strategies help every student access and engage with your teaching materials, regardless of learning needs.
Your language and typography choices shape how students access information. Simple, direct language helps learners with different reading abilities.
Use sans-serif fonts such as Arial, Calibri, or Verdana for body text. These fonts are easier to read on screens and printed pages.
Set font size to at least 12 points for print and 14 points for digital content.
Write at a reading level suitable for your students’ age group. Avoid jargon and complex sentences when simpler words work.
Break up long sentences into shorter ones.
Michelle Connolly, founder of LearningMole, says, “Clarity beats cleverness every time. Students learn better when they can focus on content instead of decoding complex language.”
Language guidelines:
Colour choices affect readability, especially for students with visual impairments or colour blindness. Strong contrast between text and background helps all learners read more easily.
Maintain a contrast ratio of at least 4.5:1 between text and background. Dark text on light backgrounds usually works best.
Avoid colour combinations like red and green, which some students cannot distinguish. Do not use colour alone to show important information.
If you use red text for errors, also add symbols or underlining. This way, students who cannot see the colours still get the message.
Test your materials by printing them in greyscale. If the information stays clear, your contrast is likely good.
Use colour to organise information, not just to decorate. Consistent colour coding helps students find information faster.
Accessible materials use white space and logical organisation to reduce cognitive load. Breaking content into smaller sections helps students process information.
Organise content with clear headings and subheadings. This gives students a roadmap before they read details.
Leave plenty of white space around text, images, and other elements. Crowded pages make information harder to find.
Use consistent layouts across all materials. When students know where to look, they focus on learning instead of searching.
Chunking strategies:
| Technique | Purpose | Example |
|---|---|---|
| Headers | Show topic changes | “Step 1: Gather Materials” |
| Bullet points | List related items | Key features, shopping lists |
| Numbered lists | Show sequences | Instructions, processes |
| Text boxes | Highlight key points | Important reminders, tips |
Group related information together and separate different topics with clear visual breaks. This helps students see connections and know when topics change.
Start with built-in tools in common software and add features like captions to make digital materials accessible. These changes help students with disabilities and improve the experience for everyone.
Microsoft Word includes accessibility tools that many teachers overlook. The built-in checker scans documents for common problems and suggests solutions.
Use proper headings instead of just making text bigger or bold. Screen readers use heading structure to help students navigate.
Go to the “Styles” section and choose “Heading 1” for main titles and “Heading 2” for subsections.
Choose sans serif fonts like Arial or Calibri in at least 12-point size. Make sure text and background colours have strong contrast; black text on white works best.
Add alt text to every image. Right-click, select “Edit Alt Text,” and write a brief description, such as “Bar chart showing reading scores improved by 15% over six months.”
To create accessible PDFs, never scan documents as images without using OCR (optical character recognition). Adobe Acrobat includes this tool.
Michelle Connolly says, “Simple changes like using headings and adding image descriptions can transform a document into something everyone can use.”
PowerPoint presentations need the same accessibility attention as documents. Use slide layouts from the design tab instead of making your own text boxes. This helps screen readers follow the content order.
Keep slides simple and use plenty of white space. Avoid putting text over busy backgrounds.
Use bullet points instead of long paragraphs.
Do not rely only on colour to show meaning. If you use red text for important points, also make them bold or add an icon.
Add slide titles even if they seem obvious. Screen readers use these titles to help students know where they are.
Canvas offers accessibility features when you upload documents. The platform can generate alternative formats and check for problems. Use these tools before sharing materials.
Consider making multiple versions of complex documents. Offer a standard version and a simplified version with shorter sentences and key points.
Videos need captions for deaf and hard-of-hearing students. YouTube’s automatic captions are a starting point but need editing for accuracy.
Upload videos to YouTube, review the captions, and download the caption file after making corrections. Most learning platforms accept these files.
Transcripts provide full text for students who prefer reading or need to translate content. Include speaker names and describe important sounds or visuals.
For live lessons, use Microsoft PowerPoint’s live captions. This feature creates real-time subtitles, though accuracy can vary.
Audio recordings also need transcripts. Many students benefit from reading along while listening, especially when learning English.
Plan your key points before recording audio. This makes creating accurate transcripts easier and improves your content quality.
Technology opens learning opportunities for all students when you use it thoughtfully. Modern assistive tools, integrated systems, and web standards help create inclusive digital environments for diverse learning needs.
Screen readers turn text into speech for students with visual impairments. NVDA, JAWS, and VoiceOver work across most educational platforms.
Text-to-speech software supports students with dyslexia and reading difficulties. Tools like Immersive Reader and Read&Write highlight words, predict text, and provide audio support.
Voice recognition technology lets students with motor difficulties control computers and dictate text. Dragon NaturallySpeaking and Windows Speech Recognition offer hands-free interaction.
Michelle Connolly explains, “The key is matching the right tool to each student’s needs, not expecting one solution to fit everyone.”
Magnification tools enlarge screen content for students with low vision. ZoomText and built-in magnifiers can increase text size while keeping it clear.
Alternative keyboards and switches support physical disabilities. Programmable keyboards, eye-gaze systems, and single-switch devices help students participate fully in digital learning.
Canvas includes accessibility features like screen reader compatibility and keyboard navigation. The platform generates captions for videos and prompts for alternative text on images.
Modern LMS platforms work with assistive tools and software. Students can use their preferred accessibility tools without extra setup.
Accessibility checkers in systems like Canvas flag barriers before content goes live. These tools find missing alt text, poor colour contrast, and navigation issues.
LMS platforms offer content in multiple formats. PDFs can become HTML, videos include transcripts, and audio content offers text alternatives.
Customisable interfaces let students adjust font sizes, colours, and layouts. Personal settings sync across devices so accessible resources stay consistent.
WCAG 2.1 standards guide accessible digital content. These guidelines focus on making content perceivable, operable, understandable, and robust.
Colour contrast requirements ensure text stays readable for students with visual impairments. Maintain at least a 4.5:1 ratio between text and background.
Alternative text descriptions make images accessible to screen readers. Good alt text describes the image’s purpose and content without extra detail.
Keyboard navigation lets students who cannot use a mouse access all website functions. Every interactive element should work with Tab and Enter keys.
Heading structures organise content logically for assistive technologies. Use H1, H2, and H3 tags so students can move between sections easily.
The National Center on Accessible Educational Materials supports the creation and use of accessible learning resources in all educational settings. CAST leads key initiatives that help educators, families, and students access the materials they need.
The National Center on Accessible Educational Materials at CAST is your main resource for accessible educational materials and technologies. The centre offers technical help, coaching, and resources to increase accessible materials for learners with disabilities.
The centre supports educators, parents, students, publishers, and media producers. They focus on building capacity to provide and use high-quality accessible digital materials.
Key services:
In October 2024, the centre transitioned to independent operation as Accessibility at CAST. This change allows them to offer more customised solutions to educators nationwide.
Michelle Connolly says, “Independent operation means schools can access more tailored support for their specific accessibility needs.”
CAST runs several initiatives to support accessible materials. The AEM Center at CAST develops and shares information and tools for accessible digital materials.
You can access resources at state, district, educator, and family levels.
Major initiatives:
The team includes Professional Learning Specialists Michelle Soriano and Kelli Suding, and Operations Coordinator Sam Bouchat. They provide targeted support for accessible materials in educational settings.
The centre collaborates with OSEP-funded projects, technical assistance networks, and post-secondary providers to raise awareness about accessible digital materials and technologies.
Teachers, students, support staff, and specialists work together to identify needs and put solutions in place. Building sustainable systems makes accessible materials a regular part of teaching instead of last-minute fixes.
Connect with your school’s SENCO or learning support team before the term starts. They offer valuable information about students with disabilities and their needs.
Set up direct communication with students. Michelle Connolly, founder of LearningMole, says, “Students are often the best experts on what works for them—asking them directly about their preferences saves time and improves outcomes.”
Schedule short one-to-one chats with students who use assistive technology. Ask them about their preferred formats, the software they use, and any problems they’ve had with past materials.
Essential collaboration partners include:
| Role | How They Help | When to Connect |
|---|---|---|
| Teaching Assistants | Daily implementation support | Weekly planning meetings |
| SENCO | Specialist knowledge and resources | Start of term and ongoing |
| Speech Therapists | Communication needs guidance | Before creating verbal materials |
| Occupational Therapists | Physical access recommendations | When planning hands-on activities |
Hold regular check-ins with support staff. A quick 10-minute chat can save hours of revising materials later.
Work with external services if students use specialised equipment. Contact the local authority’s sensory impairment team or assistive technology services for advice on compatible formats.
Create a simple accessibility checklist as part of your planning routine. This keeps accessibility in mind from the start.
Your planning template should include:
Spend 15 minutes during weekly planning to review upcoming materials. Check if you need to modify any resources for students with disabilities.
Build a resource bank of accessible materials you can reuse. Store alternative versions of worksheets, presentations, and handouts in clearly labelled folders.
Create partnership agreements with colleagues who teach similar year groups. Share resources and split the work of making alternative formats.
Set up efficient systems:
Document what works well for each student. This information helps with transitions and saves future teachers time.
Ask students each month about their experience with materials. Adjust your approach based on what they tell you.
Regular evaluation helps you find barriers in your teaching materials before students struggle. Gather feedback from students and colleagues to make materials truly accessible.
Use accessibility checklists to review your materials quickly. Look for tools that check text size, colour contrast, and image descriptions.
Many schools use simple rubrics that cover the basics. The AEM Navigator helps teachers decide if materials meet accessibility standards.
Key areas to assess include:
Michelle Connolly says, “Simple evaluation tools save hours of work later. A quick accessibility check before sharing materials prevents learning barriers.”
Make a monthly review schedule for your materials. Check one subject area each week to keep accessibility a regular part of your planning.
Research shows that assessing teaching materials for diverse learners works best with systematic frameworks.
Student feedback helps you spot real barriers. Ask pupils about reading difficulty, visual clarity, and understanding. Keep your questions simple and direct.
Try these feedback methods:
Ask teaching assistants and SEN coordinators to review your materials. They often notice issues you may miss.
Accessible teaching strategies reduce last-minute scrambling and save time. Act on feedback quickly to prevent problems from repeating.
Track feedback patterns in a simple spreadsheet. Note common issues like “text too small” or “instructions unclear” to help you make improvements.
Set weekly improvement targets and change one element at a time based on the feedback you get.
Professional development gives educators practical skills to create accessible resources and builds support for inclusive practices. Training should focus on technical skills and changing school culture.
Teachers need targeted training to create accessible materials and use inclusive practices. Special education professional development covers areas like behaviour management and assistive technology.
Start with workshops that teach Universal Design for Learning. Practice adapting materials in hands-on sessions. Focus on skills like writing alt text, designing clear layouts, and using plain English.
Michelle Connolly notes that professional development works best when teachers can use new skills in their classrooms right away.
Essential Training Components:
University accessibility training programmes support faculty with toolkits and ongoing help after workshops.
Consider accessible teaching workshops that offer certificates and ready-to-use templates.
Leadership support and systematic training build a school-wide commitment to accessibility. Professional development resources for teachers show that quality training leads to lasting change.
Find accessibility champions in your organisation. These staff can mentor others and help with challenges. Set regular training sessions, not just one-offs.
Culture-Building Strategies:
Train administrative staff on accessibility and budget for necessary tools. Review teaching materials regularly and include accessibility in performance evaluations and lesson planning.
Work with instructional designers who know accessibility. This makes accessibility a natural part of your training programmes.
New technologies and updated standards are changing how we create and deliver learning materials. Voice-controlled tools and haptic feedback make lessons more interactive, while updated guidelines help every learner.
Voice-first interfaces change how students use educational content. Voice-controlled tools and smart design let learners navigate lessons hands-free, which helps students with motor or reading difficulties.
Add voice commands like “skip to the next chapter” or “read this aloud” to your digital materials. This opens new learning opportunities for students who struggle with text.
Haptic feedback technology lets students “feel” digital content through vibrations and touch. Michelle Connolly says, “Haptic technology transforms abstract concepts into tangible experiences, making complex subjects accessible through touch.”
In science lessons, students can feel virtual objects and explore 3D models. This technology supports blind and visually impaired learners who can now access STEM content.
Cross-platform accessibility means your materials work across phones, tablets, and desktops. Students use many devices, so resources need to function everywhere.
The WCAG 2.2 guidelines add requirements for touch-based interfaces and motion design. Enhanced touch and pointer accessibility means larger touch targets and simpler navigation for students with mobility challenges.
Make sure your interactive materials offer alternatives to dragging and complex gestures. Simple taps replace complicated movements, helping students with limited dexterity.
Motion sensitivity considerations are now important. Students with vestibular disorders can get dizzy from animations and videos. Include motion-reduction settings and avoid sudden visual changes.
Test your materials with assistive technologies like VoiceOver or Switch Control. This ensures all students can navigate your content.
Teachers often have similar questions when they start creating accessible teaching materials. These questions cover practical examples, definitions, guidelines, and the benefits for all students.
Accessible educational materials come in many formats to meet diverse learning needs. You can create documents with clear fonts like Arial or Calibri.
Use high contrast colours and add headings that screen readers can navigate easily. Visual learners benefit from infographics, diagrams, and mind maps.
Captions on videos help students who are deaf or hard of hearing. Captions also support anyone who needs to watch content without sound.
Audio materials work well for students who prefer listening. You can record lessons, provide audiobooks, or use text-to-speech software.
Tactile materials include maths manipulatives, textured surfaces for geography, and hands-on science experiments. Digital materials with interactive elements engage students who learn through doing.
Michelle Connolly, founder of LearningMole, says: “The best accessible materials often help all students learn better, not just those with specific needs.”
Accessible educational materials are teaching resources that all students can use effectively. These materials remove barriers that might prevent some students from accessing information or demonstrating their knowledge.
Universal Design for Learning (UDL) focuses on creating materials that work for as many learners as possible from the start. You design materials to be flexible and inclusive.
Accessible materials help individuals with disabilities access information. They also support students with different learning preferences, temporary difficulties, or those learning English.
Examples include captions on videos, alternative text for images, and documents that work with screen readers. Content can be presented in multiple formats like text, audio, and visual.
Several reliable sources offer guidance for creating accessible teaching materials. The accessibility toolkit for digital learning materials includes guides for Microsoft Word, PowerPoint, and video creation.
Your local education authority may provide resources and training on accessible materials. Many also have specialists who can help you adapt or create new resources.
Microsoft Office programs have built-in accessibility checkers. These tools highlight issues like missing image descriptions or poor colour contrast.
Professional organisations like the Royal National Institute of Blind People (RNIB) offer guidance for UK educators. University disability services also share practical resources.
Online platforms provide free training courses on accessible design principles. These cover choosing fonts, colours, and structuring documents properly.
Accessible materials benefit students in all subjects. In mathematics, you can provide visual representations of problems and use manipulatives to demonstrate concepts.
Science lessons become more accessible with detailed diagram descriptions, hands-on experiments, and multiple ways to record observations. Students can draw, write, record audio, or use digital tools.
History and geography benefit from accessible maps, timelines with text and images, and primary sources in multiple formats. You can provide audio recordings of historical speeches with transcripts.
Art and music education can include tactile materials, audio descriptions of artworks, and alternative ways to participate in creative activities. Technology tools allow students to compose music or create digital art with adaptive devices.
Physical education adapts activities so all students can participate meaningfully. Modifications help maintain learning objectives while accommodating different physical abilities.
Accessibility checkers scan your documents to identify barriers for students with disabilities. They catch issues like images without descriptions or poorly structured headings.
These tools save time by highlighting problems before you share materials. You can fix accessibility issues during the creation process.
Most checkers provide suggestions for improvements. They might recommend better colour combinations or highlight text that’s hard to read.
Michelle Connolly, former primary teacher and LearningMole founder, says: “Accessibility checkers are helpful starting points, but they can’t replace thinking about your actual students’ needs and testing materials with them.”
Regular use of these tools helps you learn accessible design principles. Over time, you will create more inclusive materials naturally.
Automated tools can’t identify all accessibility issues. You still need to check if content makes sense, uses clear language, and meets your students’ needs.
Accessible educational materials help students with disabilities access the same curriculum as their peers. Students who are blind or have low vision use materials compatible with screen readers, large print, or Braille.
Students with hearing impairments use captions on videos, written transcripts of audio content, and visual supports for spoken information. Those with physical disabilities use digital materials they can navigate with adaptive technology.
Students with learning difficulties need content in simpler language or broken into smaller parts. Visual aids and multiple format options help them choose the best way to access information.
Educators also modify content to support understanding. They provide glossaries for complex terms, graphic organizers to structure information, and extra examples for practice.
Many countries require schools to give students with disabilities accessible materials within set timeframes. These rules help all students participate fully in classroom activities.
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