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3 Integrating Accessible Technology into Teaching

Nancy Waite

Overview

While all technology can be considered assistive in some way, technology specifically designed to support students with disabilities in increasing, maintaining, or improving their functional capabilities is classified as accessible technology (US. Department of Education, n.d.).

Assistive technology in education generally falls into two categories. The first category includes student-specific tools, such as screen readers, Assistive Listening Systems, mobility devices, and specialized software. The second category consists of technologies that enhance the learning environment for all students, such as closed captions, live captions, described video, and accessible learning resources.

When introducing technology into the classroom, it is important to assess whether it meets the needs of your students. One way to evaluate a product’s accessibility is by reviewing its Voluntary Product Accessibility Template (VPAT) or Accessibility Compliance Report (ACR). This document outlines key accessibility features, such as whether the product includes captions, has been tested with screen readers, or is keyboard navigable. However, while a VPAT or ACR provides valuable insights, it does not guarantee that a tool will fully meet every student’s needs, and those produced by a third party should be considered more reliable than those produced in house. Regardless, additional accommodations may still be necessary to support the student (ITIC, 2025).

By carefully selecting and evaluating technology and integrating it within the classroom, educators can create an inclusive classroom where all students, regardless of ability, can fully engage with learning materials and participate in meaningful ways.

Accessible Tech – Individual

Students have valuable insight into their own assistive technology needs, and should be considered the experts at what works for them. Even when two students have the same disability, the tools and strategies that work for one may not be the best fit for another. To provide meaningful support, it’s essential to consult with the student to understand how they interact with their technology and what classroom adjustments enhance their learning experience.

By working collaboratively with students, educators can create an environment where assistive technology is used effectively and seamlessly integrated into classroom activities. Open communication and flexibility allow students to maximize the benefits of their technology, ensuring they have the tools they need to succeed.

Screen Readers

Screen readers are essential tools that convert on-screen text into speech or output it to a refreshable braille display, enabling students with visual impairments or learning disabilities to access digital content. Common screen reader programs include Job Access With Speech (JAWS), NonVisual Desktop Access (NVDA), and Orca, along with built-in tools like VoiceOver for macOS and Narrator for Windows.

To effectively support screen reader users, course materials must be provided in accessible formats. Microsoft Word is the preferred format due to its consistency and high compatibility with screen readers. While screen readers can interpret PDFs, many PDFs are inaccessible, often made up of scanned images or flawed Optical Character Recognition (OCR), resulting in missing or unreadable content.

While PDFs can be remediated, this process is intricate, requiring manual adjustments to tags, elements, and artifacts, and frequently involves costly tools. Automated methods alone are often inadequate. If not executed properly, remediated PDFs can still be ineffective for screen reader users.

One of the key benefits of accessible Word documents is that what appears on screen is generally what a screen reader will convey. Although not perfect, Word files tend to be more reliable and accessible than PDFs, helping to ensure all students receive equitable access to course content.

When creating accessible documents, use structured headings to support navigation, allowing users to jump directly to sections instead of listening to the entire document. Add alt-text to images so visual content is conveyed clearly. Ensure tables are created in an accessible manner by repeating the header row and adding alt-text listing the number of rows and columns. Create features such as a bulleted list using the styles panel. Lastly, always run the Accessibility Checker to confirm your document meets accessibility standards. Following these practices helps ensure all students have equal access to educational materials.

(CNIB, 2025)

Assistive Listening Systems (ALS)

Assistive Listening Systems (ALS) can be found in large lecture halls, community spaces, and theatres where background noise can interfere with speech clarity. They will typically have a symbol of an ear with a line diagonally through it from the lower left corner to the upper right corner. ALS technology includes an assistive listening device (ALD) used by the student and installed audio equipment that amplifies speech. The audio equipment transmits speech directly to a student’s receiver, such as a cochlear implant or digital hearing aid.

To maximize the effectiveness of an ALS in the classroom, instructors should follow these key guidelines:

  • Use the provided microphone and audio equipment. Ensure the system is set to the correct channel so the transmission reaches students’ devices without interference.
  • Position the microphone appropriately. It should be placed close enough to capture speech clearly but not so close that it picks up extraneous noises, such as rustling from clothing, scarves, or facial hair.
  • Perform a microphone check at the start of each class. Verifying sound levels and clarity helps prevent issues that may disrupt student access.
  • Encourage students to ask questions by using a microphone. This ensures all students, including those using the ALS, can hear discussions and engage fully in the class.

By consistently implementing these best practices, educators can help create an inclusive learning environment where students with hearing loss have equitable access to spoken content.

(National Deaf Center on Postsecondary Outcomes, 2019)

Mobility Devices

There is no one-size-fits-all approach to teaching students who use mobility devices, as each student has unique needs and preferences. However, there are key principles educators can follow to create an inclusive and supportive learning environment:

  • Consult students about seating preferences. Ask students where they prefer to sit and ensure a space is reserved for them if needed. This helps them navigate the classroom comfortably and participate fully.
  • Respect mobility devices as personal space. A wheelchair, walker, or any mobility aid is an extension of a student’s personal space. As you wouldn’t touch someone’s belongings without permission, avoid touching, moving, or handling a mobility device unless the student gives explicit consent.
  • Never push a wheelchair without being asked. Even if it seems helpful, always wait for the student to request assistance rather than assuming they need help.
  • Notify students if you become aware of any barriers to getting to the classroom, and encourage the student to sign up for the campus facility alerts, so they are aware as well.
  • Post directions to the nearest accessible washrooms, cafeteria or vending machines, and water fountains.
  • Ensure materials are accessible. Providing digital versions of class materials in advance allows students to use the technology that best supports their learning and mobility needs.

(Council of Ontario Universities, 2017)

Speech to Text

Speech-to-text, also known as speech recognition, allows students to use their voice instead of typing to input text. Popular programs include Dragon NaturallySpeaking, Dictate in Microsoft 365, and Apple’s Voice Control feature. These tools can be invaluable for students who have difficulty with traditional keyboarding due to physical, cognitive, or learning differences.

While students using speech-to-text software typically do not require direct assistance, it’s important to recognize that their written output may not always have perfect spelling, grammar, or punctuation, especially when they are still training the software to identify their voice patterns. Encouraging students to review and edit their work helps refine their accuracy over time.

(Goldstone et al., 2021).

Accessible Tech – Classroom

The following technologies enhance learning for all students; however, it is still best to consult the student requiring accommodations before proceeding, as the best resource for supporting the student is the student themselves. The student may have a specific need relating to these accommodations.

Closed Captions

Closed Captions provide a text-based alternative to the audio in videos, making audiovisual content more accessible and inclusive. In Ontario and many other regions worldwide, captions are required for all classroom videos, ensuring that all learners can engage with the material.

While captions are essential for D/deaf and Hard-of-Hearing students, they also benefit a wide range of learners, including English language learners, individuals with auditory processing disorders, those studying in quiet environments, and students encountering new or complex terminology.  Students are accustomed to watching video content with captions. 70% of Gen Z respondents report they watch most of their online video content with captions or subtitles (VITAC, 2024).

A third-party captioning service is the most efficient practice for anything beyond a very short video. Caption providers offer software solutions that can be embedded, or you can download the caption file and upload it to your Learning Management System (LMS).

Live Captions (CART – Communication Access Realtime Translation)

Live captions provide real-time, word-for-word speech transcription as it occurs, offering an alternative to ASL interpretation. These captions are typically generated by a remote captioner connecting to the classroom via platforms like Zoom or MS Teams. Initially, the audio is automatically captioned, and a human captioner then monitors and corrects any errors or omissions in real-time, ensuring captions remain accurate and up-to-date (Ad Astra, 2023).

To ensure the best possible captioning experience for both live and recorded captions, follow these guidelines:

  • Use the provided microphone and audio equipment to ensure clear and accurate sound capture.
  • Position the microphone appropriately: It should be placed close enough to capture speech clearly but not so close that it picks up background noise, such as rustling from clothing or facial hair.
  • Encourage students to use the microphone when asking questions, and remind them to speak individually to ensure clarity.
  • Ensure strong internet access to maintain a stable connection for live captioning.
  • Minimize background noise as much as possible to enhance caption accuracy.

(3PlayMedia, 2024)

Described Video/Audio Description

Described Video (DV) /Audio Description (AD) provides detailed descriptions of key visual elements in films, TV shows, and other audiovisual content, ensuring that essential visual information is accessible.

Since producing Described Video is both time-intensive and costly, typically ranging from $12 to $25 per minute based on complexity, careful consideration is given to whether visual details are already conveyed elsewhere in the content, or if there are visual details that need to be described for the understanding of the film.

The DV process involves meticulously crafting descriptions, identifying natural pauses in dialogue or action, and hiring professional voice actors to record the narration. These descriptions are then seamlessly integrated into the production, enhancing accessibility without disrupting the flow of the original work.

For content requiring more in-depth descriptions, Extended Described Video offers a solution. This method temporarily pauses the video to insert additional narration, ensuring a richer and more comprehensive experience, though it does extend the overall runtime.

Described Video makes visual media more inclusive, ensuring that the content within the video reaches everyone.

(AI-Media, 2018)

Learning Management System

Many course resources are organized through Learning Management Systems (LMS) such as Canvas, Moodle, or Desire2Learn. While these platforms offer significant benefits, they can also present barriers to students if the content is not designed with accessibility in mind. To ensure that your content is accessible to all users, consider the following tips:

  • Use built-in accessibility tools: Most LMS platforms offer accessibility checkers and features—take advantage of these tools to help you create accessible content.
  • Add content directly, rather than as attachments: Instead of attaching PDFs, use LMS pages or webpages for content. Ensure that any embedded linked documents are also accessible.
  • Use proper styles and formatting: Use designated styles to format headings, titles, and emphasis (e.g., bold or italic text) rather than manually adjusting font size or formatting.
  • Ensure accessible media: Provide closed captions for videos, add alt-text to images, and avoid using auto-play features.
  • Create accessible tables: Use tables only when necessary to present data, not for layout or design purposes. Ensure the tables are structured adequately for screen readers.

(Collett, 2025; SETC Special Education Technology Center, 2023)

References

Further reading and resources

License

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