Clear Course Structure: Accessibility should be a foundational principle for all students. Employing universal design in teaching reduces the need for individual adjustments. Create a clear and consistent structure in learning platforms like Athena and follow it throughout the course. This approach helps all students, particularly those with cognitive or neuropsychiatric disabilities, navigate course materials. Provide students with information about the course structure.

Advance Preparations: Ensure that reading lists and course plans are ready at least two months before the course starts. This enables students using assistive tools like text-to-speech or audiobooks to prepare adequately. Early preparation benefits students requiring longer lead times or adjustments.

Schedules and Venues: Communicate the timing and location of lessons well in advance. Avoid sudden schedule changes or venue switches, which can cause stress and anxiety for students with psychological or neuropsychiatric disabilities.

Flexibility and Representation: Adapt the course by offering materials in multiple formats, such as text, audio, and visual resources, to meet diverse learning preferences and needs.
Practical Components: Plan and schedule laboratory sessions and other hands-on activities with considerations for breaks, accessible venues, and the option to conduct tasks while seated or standing.

Breaks and Adjustments: Incorporate frequent and regular breaks, especially for students with reduced concentration or chronic pain. Break length and frequency can significantly impact student performance.

Group Work: To prevent exclusionary practices in group assignments, instructors can form groups based on students’ strengths and skills. Group tasks should include clear roles to ensure equitable work distribution.


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Flexible Teaching Methods: Vary teaching methods, including lectures, group discussions, interactive exercises, and visual aids. Provide continuous summaries and repetitions for students with memory or concentration difficulties. Make lecture materials, PowerPoint slides, and other support documents available digitally well in advance to help students prepare. Introduce interactive digital tools to encourage real-time interaction and boost student engagement.

Use of Technology: If microphones and hearing loops are available, use them. Good sound quality and clear visual communication (e.g., not speaking while facing the board) are crucial for students with hearing impairments or other challenges. Ensure that light and sound settings are suitable for students with hearing or visual disabilities. Provide captions and describe visual materials verbally.

Clear Instructions: Combine verbal and written instructions. Repeat questions and summarize regularly during lessons to ensure all students can follow. Verbally explain visual content, such as images and graphs, and include options for captions and audio descriptions.

Inclusive Learning Environment: Create an inclusive and supportive atmosphere where students feel comfortable expressing their needs and strengths. Regular check-ins can effectively adapt teaching methods to students’ requirements.

Inclusion and Respect: Treat students individually, acknowledging that needs may vary even among those with similar diagnoses. Maintain open dialogue and provide opportunities for students to discuss necessary adjustments.

Accessible Lectures: Always use a microphone and ensure an optimal audio-visual environment. Face the students while speaking to facilitate lip reading. Provide lecture materials in advance and allow recordings. Caption recorded lectures and verbally describe meaningful images.

Accessible Presentations: Use concise sections and avoid excessive graphics in PowerPoint slides. Present text and bullet points incrementally to reduce distractions. Use patterns instead of colors in charts for better readability.

Laboratories and Projects: Structure hands-on activities with clear instructions and flexible presentation options. For instance, allow students to present via posters, video presentations, or multimedia projects instead of traditional methods alone.

Variety and Options: Implement alternative assessment methods, such as oral presentations, creative projects (e.g., posters or videos), group work, or various types of written assignments. This provides more opportunities for students with diverse strengths to demonstrate their knowledge. Can students choose their preferred format for assessment?

Alternative Methods: Offer alternatives for oral examinations, such as recorded presentations or written assignments, especially for students with speech difficulties.

Extra Time and Adjustments: Provide extra time for assessments and offer individual solutions, such as small-group exams or the use of assistive tools like text-to-speech and spell-check software. This is crucial for students with dyslexia, ADHD, chronic pain, or mental health challenges.

Formative Assessment: Introduce ongoing formative assessments during the course, such as exit tickets, polls, or quick questions, to identify gaps in understanding.

Preparation and Clarity: Clarify assessment formats in advance and provide clear instructions to reduce anxiety and confusion. Communicate expectations early and consider introducing different assessment methods to minimize stress.

Feedback and Dialogue: Involve students in course evaluations and request specific feedback on inclusion and accessibility. Use feedback to iteratively improve course accessibility. Analyze results from formative assessments and student evaluations to identify areas needing additional adjustments or resources.

Self-Reflection: Document and reflect on teaching methods through a teaching journal and peer reviews. Regular reflection helps identify successful strategies and areas for improvement.

Strategic Development: Share experiences with colleagues through workshops or informal meetings to build a collective understanding of inclusive pedagogy. Plan and discuss accessibility strategies within the teaching team to ensure long-term sustainability and quality. Conduct continuous analyses of course structure, assessments, and teaching to support students with diverse needs. Consult with other teachers and advisors to identify the most effective pedagogical methods for students with disabilities. Seek support from coordinators and educational experts to implement improvements.

Severe visual impairment and blindness are uncommon, which means many educators may lack the knowledge required to make teaching and learning environments accessible. The needs of students with visual impairments vary greatly, as the consequences depend on the severity and the specific visual functions affected. Therefore, maintaining good communication with the student is essential. Below is information designed to assist educators teaching students with severe visual impairment or blindness. The information is divided into the following areas: digital accessibility, preparation & planning, teaching, and examination.

Digital Accessibility and Assistive Tools

• Video on digital accessibility and assistive tools (4:34 min). In Swedish
• Students with visual impairments often use various assistive tools such as screen readers, magnification software, text-to-speech programs, and braille displays. These tools help navigate and access information in digital environments:

o    A screen reader reads text aloud or displays it on a braille device and is typically used by students who are blind.
o    Magnification software enlarges text, while text-to-speech programs read text aloud.

• A screen reader cannot interpret information presented as images, such as text that cannot be selected, copied, or pasted. This type of content is perceived by assistive tools as an image and is therefore inaccessible.
• Students who can visually identify text may use the tool ClaroRead Plus, available for download from Stockholm University, to scan image-based text files. However, this process can be time-consuming and challenging if the contrast or image quality is poor. These types of text resources should therefore be avoided.
• Creating accessible documents: Stockholm University's guide on creating accessible PDF documents from Word and SU's checklist for preparing Word documents for accessible PDFs

Preparation/planning

• Publish reading lists at least two months before the course starts, in line with regulations for education and examination at undergraduate and advanced levels. Producing course literature in audiobook, e-text, or braille formats takes approximately 8–12 weeks. Stockholm University Library can provide information about which literature can be made accessible through them. 
• Teachers need to determine whether images in course literature require audio description. This involves providing a text description of the image. Contact Stockholm University Library and the relevant student well in advance if image descriptions are required so that a request can be made to MTM (The Swedish Agency for Accessible Media). The library can be contacted at email: talbok@su.se
• Course literature, such as articles, must be available in a format readable by screen readers, such as text files. Verify the accessibility of a file by ensuring it is searchable using the Ctrl+F function (on PC). If course literature is only available in image format (where text cannot be selected/searched), students with blindness can contact Stockholm University Library to convert image-based texts into accessible formats. Notify students of which texts are inaccessible. Students should contact the library as soon as possible, as converting a text may take approximately two weeks. The library can be reached at email: talbok@su.se
• Provide clear reading references, both verbally and in writing. Solely providing page numbers may make it difficult for students using adapted literature formats to locate the correct sections, as page numbers may not always align across formats. Provide as much detailed information as possible, such as chapter numbers, titles, and subheadings when relevant.
• Review the accessibility of printed materials used during the course, such as compendiums, PowerPoint presentations, and other course materials:

o    Are all texts used during the course also available in a digital format?
o    Are the texts readable with digital tools? Make your documents accessible for all
o    Do all texts have good contrast and logical layout? Verify contrast between text and background.
o    Are alternative texts (descriptions of images/diagrams) included in documents and PowerPoint presentations? Adding alternative text in Office documents or Tips for writing alternative text
o    Use the accessibility checker in Office programs
o    Review video materials used during the course. All visually presented information must also be conveyed verbally. Information on video audio descriptions
 
Teaching

• Verbally describe what is happening and provide details of any visual information being presented, such as explaining images displayed, reading text from PowerPoint slides, or describing text written on a whiteboard.
• Use precise verbal descriptions and avoid vague instructions like "as we can see here on the map...".
• Providing students access to teaching materials in advance can be helpful.
   

Examinations

Examinations must be accessible so students can use assistive tools such as screen readers and text-to-speech programs to read and answer questions. Screen readers can only interpret text and do not recognize spaces, underlining, italics, or bold formatting. Assistive tools like screen readers and text-to-speech programs are compatible with the examination platform Inspera if questions and answers are text-based.

During examinations, students should be offered the opportunity to:

• Receive extended time for exams.
• Use their course literature in accessible formats (audiobook/e-text/braille) if allowed during the exam. Exam time may need further adjustment if the volume of literature is extensive.
• Use adapted tools during exams, such as screen readers or magnification software.
• Access alternative forms of examination, if necessary, for instance, when technical solutions are unavailable. Refer to more information about national and local guidelines under 2.2.9 of Regulations for Education and Examination at Undergraduate and Advanced Levels.
• Take the exam in a private room.

Here is a checklist with good advice and tips on how you can easily make your teaching more accessible to everyone.

Accessible course structure in Athena

Have discussions in the teaching team and agree on a common course structure in Athena. Then try to keep it throughout the course. Ask students about their opinions in order to develop the course structure so that it is as effective and accessible as possible.

Sound in the room

Is there a fixed hearing loop in the room so that students with hearing impairments can take part in the teaching? Portable hearing loops can be borrowed from the servicecenters. Always use a microphone if it is in the room.

Use a microphone

If the room is equipped with a microphone, you should use it. Never ask the student group if it is OK to ignore the microphone just because you as a teacher are uncomfortable with it.

Light in the room

Remember that the light in the room must be good. Never turn it off completely during movie viewing or similar. Students with a sign language interpreter must be able to see the interpreter.

Turn to the group

Never speak with your back to the group while writing on the board. Many students with hearing impairments are lip readers, but other students may also need to see your face to perceive the information correctly.

Write clearly on writing surfaces

If you use writing surfaces in your teaching, it is important that you have the text clearly and structured on the board. Use pencils with sharp contrasts such as black or blue - on cleaned whiteboard. Avoid red and green pencils as these are colors that are often difficult to read for those who are color blind. Read out loud what you write so that everyone is sure that they have understood the information correctly. Avoid cursive handwriting!

Encourage photography and recordings

Be positive that students take photographs of your notes on the whiteboard or record your lectures. However, ask them to delete the recording when they have finished listening.

Clear instructions

Provide as clear directives and instructions as possible, preferably both in writing and orally. Among other things, it makes it easier for students with cognitive difficulties and neuropsychiatric disabilities.

Digital course material

Remember to publish digital course material in an accessible format. PowerPoint presentations should be available before lectures so that students can use screen readers or speech synthesis, magnification and more on their computer. Read more here about how to make your teaching documents available to everyone.

Foresight

It is desirable that the literature list is completed no later than two months before the start of the course. Reading of compulsory course literature made by the Swedish Agency for Accessible Media takes about two months. Schedule and classroom bookings also need to be available well in advance.

Student groups

Avoid self-enrollment in student groups. It is better that you as a teacher divide the students or randomize groups. Not being "selected" is something that affects students with disabilities to a greater degree than other students.

Add breaks

Add frequent breaks. Many people with disabilities have a reduced ability to concentrate, which takes a lot of energy.

Vary examination forms

Vary the examination forms during a course so that students with different backgrounds can have the opportunity to show their knowledge and abilities in a way that suits them best.

Avoid room changes and schedule changes

Try to avoid late changes as this can cause stress and anxiety for students with mental and cognitive disabilities. This can result in the student not participating at all during those course occasions.

Repeat

Repeat questions and comments from the group in the classroom during the learning activity so that everyone has an opportunity to understand what is being said.

General advice and tips

The student's individual needs

Students with the same disability may have completely different needs. Each student must therefore be treated individually and generalizations must be avoided. For example, students who use a wheelchair do not always need the same type of adaptations, and students with dyslexia and neuropsychiatric disabilities may have different conditions to meet the reading and writing requirements of a course. In the same way, students who stutter have different conditions for passing oral course objectives. How students with various disabilities interact in groups also differs from person to person.

Many disabilities are not visible on the outside. A student does not have to talk about or discuss his or her disability with a teacher or other staff at the department. Most people still choose to have a dialogue about the obstacles they face and the adjustments they need. Do not hesitate to ask questions about adaptations to the student who knows best what works and what does not. Be open and responsive and think about the student's right to privacy.

Mutual respect facilitates communication between student and teacher and is a prerequisite for students to be able to perform their best.

Accessible education benefits everyone

It is a pedagogical challenge to design a learning environment so that it is accessible to all students at Stockholm University.

The environment at the university is of great importance so that a disability does not become an obstacle. The obstacle only arises when the environment, physical, educational or social, becomes a barrier.

Already when planning your course, you need to think about different aspects of accessibility. As a teacher, a conscious choice of pedagogical strategies is a key factor for accessibility. The starting point for these strategies is that you understand how you can adapt your teaching so that it is available to all students in group work, adapting or choosing classrooms and designing the teaching material.

Feel free to consult with other teachers with pedagogical experience. The student department's coordinator can give advice regarding alternative solutions for adaptations of examinations or alternative ways of doing different course activities.

To meet students

Remember that it is the student himself who has the best and greatest knowledge about his disability. The student is responsible for handling his certificate with decisions and recommendations from the coordinators at the Student Department, which can be a good starting point in the conversation.

Before the start of the course, you should inform students with a certificate of special educational support that they are welcome to book a meeting to discuss the adaptations that the coordinator for special educational support has recommended.

Always speak directly to the student, not to the student's interpreter or assistant. Also keep in mind that not all disabilities are easy for the student to talk about and that the student therefore sometimes chooses to remain anonymous.

Many measures to increase accessibility in a document are independent of the document's format. Below we present some general and overall aspects that are important to keep in mind when creating course documents, regardless of whether it is a presentation or a text document.

Customize your document to accessible format

One of the most basic guidelines when it comes to accessible documentation is the format of the text and the document. It is therefore important to:

• use a font size of at least 12 px in Word and 24 px in PowerPoint. Preferably of the San serif type.
• ensure that there is sufficient contrast between text and background. Preferably black or "SU-blue" text on a white background or white text on a black or "SU-blue" background. Some color combinations are very difficult to read (for example, blue / red and red / green).

Highlight your content

Screen readers do not have the ability to identify different fonts, colors or formatted text such as. bold, italic, underlined, etc. It is therefore important not to use these character formats as the only way to capture the reader's attention or convey information.

If you e.g. uses red text or bold markings to reinforce that something in your text is extra important, the students who use screen readers will not know that that text is red or bold. They simply miss it and do not know that it is extra important.

Make sure you use an available option when giving a clear visual indication. Use an exclamation point at the end of a sentence that is extra important. Exclamation marks and question marks have an impact on the intonation of a screen reader. This does not mean that the tool reads out the word "question mark", but that the sentence is read with question intonation.

Write academically, but accessible

In a text that is accessible to all readers, it is easier to understand the message. If a sentence is too complicated or too long, the recipient will not understand all of it. You can make your text available to everyone by:

• keeping sentences short. They should not contain more than 20-25 words.
• matching your text to a readability index, e.g. Lix

Heading structure

Correct headings are crucial when creating accessible content. It allows students using screen readers to jump between different headings in a document and save time.

Therefore, always use the built-in heading tools in the program you are typing in. If you create the headings yourself by changing the font size or bold text, it will not be perceived as a heading by the screen reader. All popular programs such as Microsoft Word, PowerPoint and Open Office have style and format options that can help you create the right structure for your documents.

Example:

Headning 1

Heading 2

Headning 3

The numbers in the title help to structure the context for the screen reader and help, for example, visually impaired readers to understand the content, even if they have difficulty seeing how the document is structured.

Accessible images in documents

When it comes to images in documents, it can be good to first ask yourself what the purpose of the image is. Does it have only an aesthetic purpose or does it give the user a visual reference of something in the text? If you are unsure of the function of the image - do not use it! It can make the presentation more cluttered and more difficult for those with learning difficulties to understand. Limit the number of objects to a maximum of five per page and avoid moving, animated images completely.

Alternate text:

If you do not want the screen reader to skip images, you need to add alternate text for them. You do not need to add "image of" because the screen reader already knows that it is an image. Be concise, clear and descriptive. Do not use the same alternate text for all images, such as "image illustrating the text". It's pointless and confusing for students who use screen readers.

For more advanced images, you can add a short descriptive alternative text and then also add an explanatory caption below the image. It is visible to everyone and may contain a clearer description.

Infographics:

Information graphics must always have a text option. It is a description of the same information given in the information graphics. The text option should be on the page immediately after the infographic.

See an example of an infographic with a text option.

Text in images:

According to Web Content Accessibility Guidelines (WCAG), text should not be in images. Instead, explain the image using text on the page.

Links

It is important that your links are descriptive. Each link should be a description of what the user can expect to find when he or she clicks on the link. Avoid using "click here" or "read more". The screen reader reads out the text exactly as it stands. If the same link name is repeated (imagine you hear "click here, click here, click here" several times) it only creates confusion among users. They need to understand where the link leads and why they should click on it. Descriptive links give users a context. URLs are not informative and should not be used as descriptions. Instead, make the text descriptive. Opening links in a new window can be confusing as the screen reader is thrown into a new context. Avoid it.

Lists and tables

Use the list and table tools that are integrated into the program you are typing in.

Lists

Correctly created bulleted lists inform students who use screen readers how many points are in the list. Correctly created numbered lists inform about how many objects are in the numbered list and read out the number for each object.

Tables

Use lists instead of tables when you can! Tables can be made available, but those who use screen readers must know advanced keyboard commands in order to navigate tables and understand them.

If you must use tables, it is important that you use column headings, as they will be re-read by the screen reader each time the user navigates to a new cell. In this way, the user gets the context for each cell clear. Keep in mind how the reading will sound for each of the cells as you select column headings and add information to the cells.

NOTE! Never use tables to create a visual layout.