- Use URLs to make presentations accessible for audience members who are blind or have visual impairments.
Philosopher Adam Cureton explains the challenges of making visual presentations (like PowerPoint) accessible and proposes a great solution–QR codes that a phone or tablet can scan, which allow audience members to access text electronically.
- Number your slides and refer to the numbered slide you are on.
This allows those who are using alternative tech to access your slides (like screen readers) to stay with you.
- Create a version of materials, especially materials that discuss developmental or intellectual disability, in Plain Language/Plain English.
Whenever possible, make sure that your information reaches as wide an audience as possible. Creating materials in Plain Language ensures that folks with developmental or intellectual disabilities can understand and participate.
I really like this guide, from Disability Rights California.
(It’s a fact sheet you can download–very helpful)
- Take time to work with the ASL interpreters in your classroom/at your presentation.
-Caption your videos (always!)
-Provide the interpreter with as much of an overview of your lecture as you can, and try to flag any special, new, or technical vocabulary.
-Do not walk between an interpreter and their audience.
-Ensure that students who are using the interpreter feel comfortable with any practices you have with your other students. These might include: staying after class to ask questions, and attending office hours, attending review sessions, department talks, and social departmental events.
-Look Deaf/Hard of Hearing people when they are talking to you and when you are talking to them.
Philosopher Teresa Blankmeyer Burke has been working on a great project to create and solidify ASL vocabulary for terminology and concepts in introductory philosophy classes. This is a really cool resource to poke around and to share with those who are interpreting.