Design for everyone first
Universal Design for Learning (UDL) is a framework that encourages teachers to offer several ways to take in information, engage with it and show what has been learned. Built-in accessibility tools are an easy way to put that into practice. A student who needs captions benefits, and so does the student in a noisy room or the one learning English.
Captions and transcripts
- Turn on captions by default when showing video in class. Many video platforms and presentation tools can generate them automatically.
- Check automatic captions for subject vocabulary and names; correct them where the tool allows.
- Live captions in presentation and video-call software help during talks and remote lessons.
- Provide a transcript or summary for audio recordings so students can review at their own pace.
Text-to-speech and dictation
Most operating systems and web browsers include a read-aloud feature, and office suites usually add one too. Text-to-speech lets students hear a passage while following the words, which can support decoding and stamina. Dictation (speech-to-text) helps students whose ideas run ahead of their handwriting or typing.
- Show the whole class how to start and stop read-aloud on their device.
- Let students adjust the speed and voice; slower is not always better.
- Make sure documents you share are real text, not photographed pages, so the tools can read them.
- Agree when dictation is allowed in assessed work, in line with exam and school rules.
Reading settings that help many readers
Some students, including many with dyslexia, find text easier to read with a few simple changes. Research on special dyslexia fonts is mixed, so focus on settings that are widely recommended and easy to try:
| Setting | Try |
|---|---|
| Font | A clear sans-serif font at a comfortable size |
| Spacing | Extra space between lines and letters; avoid justified text |
| Background | Off-white or a soft tint instead of bright white, if the student prefers it |
| Layout | Short paragraphs, clear headings, bullet points |
| Focus | Immersive or reader modes that strip away clutter and highlight one line |
Let students experiment and keep what works for them. Preferences vary a lot from one reader to another.
Making your own materials accessible
- Use the built-in heading styles in documents and slides so screen readers can navigate.
- Add short alternative text to images that carry meaning.
- Check colour contrast, and never use colour alone to show meaning.
- Use descriptive link text such as "homework sheet" rather than "click here".
- Run the accessibility checker built into many office apps before sharing.
Individual adjustments for a student with a disability or special educational need should follow their plan and your school's process. These tools support that work; they do not replace it.
When choosing a new platform, include accessibility in your criteria. See choosing a learning platform.