Accessibility is a hot topic and is often discussed at training workshops and community of practices around the globe. Our last resource focussed upon increasing accessibility in our face to face training sessions. But have you ever wondered how you could improve the accessibility of your virtual sessions?
In this resource, we look at a number of ways you can make your virtual sessions more inclusive. Improving your digital accessibility adds loads more value and meaning to your sessions and helps you as a facilitator to achieve one of your main goals, engaged participation!
By increasing the the digital accessibility of your sessions you will allow more people from all walks of life to connect with you and others.
What is accessibility and digital accessibility?
Understanding and addressing both accessibility and digital accessibility is essential to delivering a successful virtual learning experience. So what does each one mean?
Well, “accessibility is the ability for all people, no matter their circumstances, to gain access to information and spaces”.
Whereas, “digital accessibility, is the way in which digital spaces are created, enabling people with a disability to use and collaborate in the digital community”. Centre for Accessibility Australia Annual Report 2021-2022
Why is this so important?
Around the world, approximately 10-15% of internet users have access needs, due to visual disabilities, hearing impairment, physical conditions, neurodiversity, cognitive impairments and mental health issues. (Marie Dubost podcast – see link below)
Within Australia, 4.4 million people have some form of permanent disability and many have a temporary disability due to surgery or other changing health issues. Disability, Ageing and Carers, Australia: Summary of Findings, 2018 | Australian Bureau of Statistics
So, thinking about your learners’ digital accessibility requirements needs to start well before your virtual session is advertised.
Preparation
Think about how you can make your session more accessible and a safe place for learning. Things to consider include
- When advertising your session, try not to ask potential learners if they have a disability, as this may be confronting for some people. Consider providing learners with the option to get in touch with you.
- You can say something like, “If you have any specific learning needs, please get in touch with me via email or phone. I am more than happy to learn about your needs so I can tailor the session to create the best learning environment for you”.
Create a safe place for them to disclose and to discuss their needs.
Remember, as a facilitator, it is your job to provide an inclusive learning environment. For example, some learners may need to use a screen reader so including alt text on diagrams will be helpful. Giving learners the freedom to decide how they wish to learn, empowers the learner and creates the desire to learn more.
- If a learner has vision issues you may need to share a PDF version of your slides in advance so they can view them enlarged on their own device.
- Send pre-reading materials in advance of your virtual session to allow learners to review the information and to get prepared.
- When designing materials, use suitable fonts such as sans serif, high contrast colours and headers to assist the learner in navigating your learning materials.
- Consider creating materials in Easy Read format.
- Enable closed captions if showing videos to support learners who have English as a Second Language (ESL) or intellectual disabilities to better understand the material.
- Consider if a transcript of the video can be translated and provided to the learners.
- Using Google translate to translate learning materials may be helpful.
- You may need to slow the speed of the video down by adjusting the video settings.
- When designing and advertising your virtual session, describe the types of technology you will be using.
- Check the technology you wish to use is suitable for your group and their needs.
- Tell the learners what will happen in your virtual session and how they can join in. For example, you can say things like, we will be using Zoom and break out rooms.
- This helps learners to decide if they want to join in and gives them the chance to prepare the technology they need to access your virtual session.
TOP TIP : Address accessibility issues when planning your session. Make it a habit to plan for increased accessibility right from the very start. The more you think about accessibility and learn about what’s possible, the easier and more inclusive your session will be.
During the virtual session
Create an empathetic learning environment to raise awareness of accessibility needs.
Learners with accessibility needs may feel overwhelmed when joining a virtual session. So a slow and steady, welcoming approach is the best way to support these learners. Things to consider include
- Show compassion and understanding by referring to the person first and not their disability.
- Use the term “disability” openly.
- Try not to use words like, “suffering” or “problem” as the person may not feel like they are suffering or have a health problem.
- Some learners may use their mobile phones to set reminders for their medications. Consider letting people have access to their phones during your session.
- Some learners may have hand tremors and may find it easier to use a keyboard instead of a stylus. Remember to give learners extra time to type comments so they can contribute to your virtual session.
Avoid overwhelming learners by announcing activities as they are about to happen, not all at once.
This helps to ensure your learners are focused on the key instructions, are ready to join in and helps to reduce feelings of being overwhelmed by too much information.
- Know who is in your session – will some learners be using screen readers? If so, use “alternative text” to assist learners to understand the material.
- Take the time to slowly read out information in graphs and describe the content of images or diagrams.
- Adding information in the chat panel supports learners using a screen reader, as the text in the chat panel can be read.
- Use the chat panel to add instructions about activities. For example, you can add information about what you want them to focus on in a break out room.
TOP TIP: Using emojis in the chat panel is a way to connect with learners. Use a specific emoji to identify a key point or an activity. Images or pictures help us to understand information, so link emojis to learning content.
After the virtual session
Gain feedback on your session.
It’s good practice to make time to follow up with learners who had an accessibility need to ask them how they felt the session went. Try to do this after every session you deliver. Think about asking questions such as,
- “Did you feel comfortable enough to join in?”
- “Did you have all of the tools needed to participate?”
- Do you have any suggestions on how I can improve the session?
Use this information to continually improve your virtual sessions and to ensure they are accessible to all.
Want to learn more about making your sessions more accessible?
If you would like to learn more about accessibility issues take a look at National or State / Territory based groups who support individuals with specific disabilities. These may include organisations such as Centre for Accessibility Australia, Vision Australia, Down Syndrome Australia, Guide Dogs, Arthritis Australia, Spinal Cord Injuries Australia, Physical Disability Council of NSW or Autism Spectrum Australia to mention a few.
Useful resources
Podcast (48.51 mins)- 188: How to Increase Accessibility of Online Workshops? with Marie Dubost
Unedited YouTube Interview (1.22.44 mins) Podcast Episode 188 – How to Make Online Workshops Accessible? with Marie Dubost