As activities transition back to in person, it’s important that the lessons learned in the pandemic inform the next steps. Having many activities take place virtually illuminated the need for information to be accessible. However, information, documents, and resources need to continue to be accessible throughout in-person settings as well, so that students who are blind or have low vision will have access to the curriculum.
- Set high expectations for students.
- Provide students early access to accessible materials.
- Projections may need to be previewed in advance, as well as followed on a personal device.
- At-A-Glance style information takes much longer to perceive and interpret tactually or auditorily
- Videos need audio description & captioning. Live presentations, demonstrations, or teacher-led modelling often benefit from audio description as well.
- Provide vision professionals materials with enough lead time to prepare braille, large print, or alternative accessible media, usually weeks.
- Leverage universal design for learning principles, such as multiple modes of engagement, representation, and expression, to make sure all students can be active in the learning process.
- Have a plan for making information produced by students accessible to their peers in real time.
Excusing a child from an assignment may give them access to the same grade in the class, but it doesn’t give them access to the same learning. Providing paths for participation, engagement, and inclusion should always be part of the plan.
Universal Design for Learning Guidelines
Download the Administrators Toolkit (PDF)
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