STEM

Use Accessible Math Notation, Not Images

Do not rely on screenshots or pictures of equations – these are very difficult for visually impaired students. Instead, use proper equation editors or markup that produce accessible math.

• Use MathML or tools like MathType to create structured, screen-reader-friendly equations instead of using images of formulas.
• Blackboard’s content editor supports LaTeX/MathML via tools like MathJax. Using MathML is considered a best practice for math accessibility because it scales nicely for magnification and allows semantic reading of complex structures.

Provide Text Descriptions for Complex Expressions

For particularly complex formulas or matrices, include a written description. When writing these descriptions, focus on the structure (“a 2×3 matrix”) and key elements of the equation. This benefits students using screen readers as well as those who might struggle to parse notation.

• A simple example: “The matrix has 2 rows and 3 columns, and its transpose has 3 rows and 2 columns” can accompany the matrix itself. This can be placed in alt text if brief or in surrounding text/long description if detailed.

Leverage Math Tools and Assistive Tech

Consider using tools like EquatIO or Desmos to support accessible math. These tools can be great “easy wins” for making math more interactive and accessible.

• EquatIO allows instructors and students to create equations using speech or handwriting and outputs accessible math; it also can read math aloud for students who benefit from auditory learning.
• Desmos, an online graphing calculator, is designed with accessibility in mind, supporting screen reader navigation of graphs and offering audio tracing of graphs for blind/low-vision users. Incorporating sonification for graphing activities (in place of static images of graphs) allows students with visual impairments to explore mathematical graphs through sound and data points.

Use Clear Structure in Worksheets and Explanations

Math content often involves step-by-step problem solving. Ensure any instructional materials (handouts, PDF problem sets) are structured with headings for sections (e.g. “Example 1, Solution”) and use list formatting for sequential steps. If you provide problem solutions, consider writing them in a linear text form in addition to writing the math notation.

• For instance, alongside the equation-oriented solution, add a brief narrative: “First, we isolate x by subtracting 5 from both sides…” to help students with cognitive disabilities or those using text-to-speech follow the logic.

Alt Text for Graphs and Geometric Figures

Treat graphs, charts, or geometric diagrams in math as images requiring alt text or longer descriptions.

• A quick win is to summarize the key insight of the graph or figure in the alt text (e.g. “Line graph showing a linear increase: y = 2x illustrates a straight line through the origin”). If the exact values or shape matter in detail (like a specific parabola vertex), provide those details in a caption or as a data table.
• Long descriptions can be provided for complex visuals – for example, you might include an appendix or separate page describing each step in a geometry diagram or listing the data points in a plotted chart. This ensures that a student who cannot see the visual can still interpret the information.
• Ensure any color-coding in graphs is also labeled with text or patterns, as color alone should not convey meaning (for color-blind accessibility).

Describe Diagrams and Illustrations

Sciences rely heavily on diagrams (molecular structures in chemistry, circuit schematics in physics, cell diagrams in biology, etc.). For every such figure, provide descriptive alt text capturing the essential information.

• For example, a chemistry diagram of a molecule should at least list the atoms and their connections (“Ball-and-stick model of water: an oxygen atom bonded to two hydrogens, forming a bent shape”). If the instructional point is about geometry or bonding, mention that in the description. In biology, an image of a cell should have alt text like “Diagram of an animal cell with labeled organelles (nucleus, mitochondria, etc.)” and you can elaborate in accompanying text about each organelle’s role if that’s part of the lesson.
• Complex processes (like metabolic pathways or physics free-body diagrams with multiple forces) may need a longer description outside the alt text – possibly a stepwise explanation of the process or a list of components. Benetech’s Diagram Center guidelines and resources on complex image description can help craft effective descriptions.

Accessible Chemical Notation

Chemistry presents unique challenges since equations (reaction formulas) and the periodic table are visually dense.

• To make chemical formulas accessible, write them in linear text when possible (e.g., “H2O” or “2 H₂ + O₂ → 2 H₂O” can be understood by screen readers if you use standard notation and include subscripts where appropriate).
• In cases of complex formulas or organic structures, include a description (“Glucose molecule, represented as a ring of 6 carbon atoms with OH and H side groups…”).
• Consider providing an accessible periodic table – for instance, the American Chemical Society offers an HTML periodic table that a screen reader can navigate cell by cell, reading out element symbols, numbers and atomic weight. Linking to or providing such a resource is more accessible than a static image of the periodic table.

Caption Science Videos and Add Audio Description

When demonstrating experiments or scientific phenomena on video, ensure captions are available for any speech and consider the visual information being conveyed.

• Often, science videos have critical visual-only content (color changes in a reaction, movement of an apparatus, etc.). Try to narrate those actions or results verbally in the recording itself so that a listener knows what is happening.
• In a chemistry demo, you might say, “Now I will pour the polyvinyl alcohol solution into the borax solution… it turns into a gel-like solid” – describing the action and outcome. This integrated description is ideal, but if that’s not in the original video, you can add an audio description track or write a supplementary description of what happens in each step.
• Tools like Panopto and YuJa allow adding a secondary audio track or notes; at minimum, provide a written step-by-step summary of demonstrated experiments for those who can’t see them.

Laboratory Data and Charts

Whether it’s a physics lab graph of motion, a chemistry titration curve, or a biology chart of population growth, ensure data is accessible. Include data tables for graphs (so a student using a screen reader can navigate the numeric values) or at least summarize the trend/conclusion in text (“As time increases, the voltage drops exponentially to half within 5 seconds”).

• If using color graphs, label lines directly (e.g., “red line: trial 1, blue line: trial 2”) or use distinct patterns so that those with color vision deficiencies or using black-and-white printouts can differentiate.
• Modern tools like Excel allow you to add alt text to charts and to ensure chart elements (axes titles, legends) are tagged for screen readers. As a quick check, try navigating your chart with a screen reader or export it through Ally to see if the auto-generated alternative is intelligible – Ally can often produce a descriptive HTML version of common chart types, which you can refine.

Simulations and Interactive Content

Many science courses use digital simulations (e.g. PhET interactive simulations for physics and chemistry, virtual labs for biology). When choosing these, look for those that have accessibility modes – for instance, PhET sims now have an accessibility filter (some include screen-reader support and alternative input).

• If a simulation is not fully accessible, provide an alternative path: e.g., offer a video demonstration or a series of screenshots with descriptions so that students who can’t use the interactive can still follow the concept.
• Provide keyboard instructions if an interactive requires input (like “press arrow keys to increase temperature”) and ensure those are documented for students who can’t use a mouse.

Terminology and Notation Clarity

Particularly in biology and chemistry, complex terminology can be a barrier for some students (especially those with dyslexia or other cognitive processing differences). Provide glossaries or define acronyms and symbols on first use.

• Instead of assuming everyone knows “ATP”, write “ATP (adenosine triphosphate, the cell’s energy molecule)” at first mention. This not only helps all learners understand but also assists text-to-speech users who may benefit from seeing the expanded form. Similarly, format chemical notation clearly in text (H2O using subscript tags or the equation editor so it reads as “H two O”).
• If you have students with print disabilities, offering an audio version of complex nomenclature (Ally’s audio format or Microsoft Read Aloud can speak chemical names, though sometimes mispronounced) can supplement visual text.

Describe Technical Drawings and Schematics

Engineering coursework often includes diagrams of circuits, mechanical parts, CAD drawings, flowcharts of processes, etc. All these visuals require either alt text or detailed descriptions.

• Start descriptions with an overview: e.g., “Schematic of an electrical circuit with a battery, two resistors in series, and an LED.” Then, if complexity warrants, detail the relationships (“The LED is connected in series after the resistors and will light if current flows”). If a mechanical blueprint is shown, describe what it depicts (“Front view of a gearbox showing four labeled gears”) and provide labels in text.
• A good strategy is to provide a list of components and their connections, which can serve as a textual surrogate for the diagram. This can even be placed in an appendix or notes.

Ensure CAD or 3D Content Alternatives

If the course uses 3D models or CAD software outputs, recognize that these are largely inaccessible to screen readers. For students who cannot see the 3D model, consider providing alternate experiences: for instance, a physical model that can be touched (if feasible), or a written description of the 3D object’s shape and features.

• If an assignment expects interaction with a 3D model, an accommodation might be needed (such as pairing the student with a sighted partner or using a plugin that exports the model to a descriptive format).
• As a quick win, whenever you show a rendered image of a 3D object in slides or documents, include alt text explaining that object’s design., e.g., “3D CAD render of a bridge truss – a triangular framework demonstrating force distribution.” This way, even if the full 3D interactivity isn’t accessible, the concept and design can be understood.

Accessible Data and Calculations

Engineering problems often involve data tables, formulas, and computations (similar to math). Use the same math accessibility practices for engineering equations – use equation editors/MathML for things like structural formulas or advanced calculations (e.g. stress-strain equations).

• For data tables (say, material properties, or experimental results), use proper table structure with column/row headers so that screen readers can read them cell by cell with context.
• Avoid using images of text/tables – if you have a scanned table from a textbook, retype it or use OCR to get actual text that can be read aloud.

Software Tools and Environments

Be mindful if using specialized engineering software (like MATLAB, AutoCAD, SolidWorks, programming IDEs for embedded systems). Many such tools have limited accessibility.

• If there are known accessibility tips (for example, MATLAB has a partially accessible interface and allows command-line use, which may be easier for blind users than the GUI), share those with students. You might direct students to use the software’s keyboard shortcuts and check if it has screen reader modes.
• For teaching purposes, ensure that any output from these tools that you share (graphs from MATLAB, simulation results, etc.) are provided in an accessible format (e.g. MATLAB plot descriptions or at least a caption explaining the output graph’s key findings).

Group Work and Alternative Roles

In project-based engineering courses, a quick strategy to accommodate different needs is to allow flexibility in group roles.

• If drawing a complex diagram is challenging for a student with a visual impairment, maybe they can focus on calculations or writing up the project while another team member draws, and then the drawing is described to them. Of course, the goal is to make the drawing itself accessible, but this approach can ensure the student is still fully participating.
• Provide any supportive materials (like parts lists, circuit descriptions) in advance in accessible formats so all group members can contribute equally.

Safety and Accessibility in Labs

Although more about physical accessibility, it’s worth noting in digital content if you use lab videos or simulations in engineering, ensure they emphasize safety with multi-sensory feedback (visual AND auditory signals for alarms, for example).

• If a video shows a warning light, mention it in narration (“The warning light has come on”).
• In any digital lab instructions, use clear, simple language and consider supplemental instruction (like a short video with captions demonstrating a procedure, alongside written steps).

Present Code in Text, Not Images

Always provide code examples as actual text (in documents or on web pages) rather than screenshots. Text allows a screen reader to read the code character by character or line by line.

• If using Word or PDF for code, use a monospaced font and proper spacing. Even better, share code via a platform that supports syntax highlighting and accessibility (e.g. a code block in Blackboard or a gist link). This way, students can copy, paste, or run the code themselves.
• Ally will flag images of code as missing alt text; while you could add alt text describing the code, it’s far superior to just share the code as text so it’s fully accessible and searchable.

Comment and Document Code Verbosely

Encourage adding comments to code that explain sections – this not only helps all learners understand the logic but also assists those who might have trouble parsing complex logic.

• For example, a block of code could be preceded by a comment like // This function sorts the array using bubble sort. which a screen reader will read out.
• If a student has a reading or cognitive disability, explanatory comments and clear variable naming can reduce cognitive load. It’s a good teaching practice that doubles as an accessibility benefit.

Accessible Programming Tools

If students are expected to use certain IDEs or development tools, try to pick those known for better accessibility.

• For instance, Visual Studio Code is quite popular and has good screen reader support (with the right extensions), and it can be operated via keyboard. It also has an option called “High Contrast” theme for low-vision users and integrates with Live Share for pair programming (which could be used to have an assistant or tutor help).
• If teaching web development, use it as an opportunity to model accessible design: have students run accessibility checkers (like WAVE or Lighthouse) on their web projects, and ensure they add alt text, proper structure, and ARIA roles where needed – this way, learning accessibility is part of learning to code (a win-win skillset).

Testing and Debugging Support

For CS courses, consider how assessments are done. If you have timed coding tests, be prepared to offer accommodations (like additional time or an alternative format) to students with disabilities.

• In terms of digital content, provide multiple ways to view problem statements – e.g., a PDF and an HTML version – because some coding platforms might not be fully accessible.
• If a student cannot use a certain online coding environment due to accessibility barriers, have a backup plan (like allowing them to submit code written in their own editor). Communicate with such students early to find a workaround.

Diagrams in IS/IT (Flowcharts, UML, ERDs)

Information Systems courses often use flowcharts, UML diagrams, ER diagrams, etc., to illustrate processes or data models. Just like in engineering, each diagram needs a descriptive text alternative.

• For a flowchart, you might write out the sequence of steps in a list form (“Step 1: User logs in; Step 2: System validates credentials; …”). For a UML class diagram, list the classes and their relationships (“Class Vehicle inherits from Class Machine. Vehicle has attributes: speed, weight, etc.”).
• For databases (ERDs), describe entities and connections (“Table STUDENT linked to Table ENROLLMENT (one-to-many)”). These textual descriptions not only assist visually impaired students but also often clarify the concept for everyone. As a tip, you can generate such descriptions as part of your notes when you create the diagram – that way, it’s ready to share.
• Some tools like Microsoft Visio or draw.io allow adding descriptions to shapes; however, exporting to PDF might not retain them for screen readers, so supplying a separate text description is more reliable.

Assistive Tech for Coding

Be aware that some students might use screen readers or magnifiers when coding. Screen readers can read code but may read it character-by-character (e.g., “f-o-r open parenthesis int space i …”). Encourage those students to use features like screen reader’s punctuation verbosity settings or coding-specific plugins (some screen readers have modes for reading code more efficiently).

• There are also specialized tools like ACE Editor with accessibility or even teaching environments like Quorum (an accessible programming language) for beginners that emphasize accessibility. While these may not be central to your course, knowing about them can help you guide a student who is struggling to interface with standard tools.

Accessible Data Visualization

Data Science courses involve lots of charts and graphs. It’s critical to make these visualizations accessible.

• Always include an alt text or caption for graphs that states the key takeaway (“Bar chart showing that Category A outperforms Category B by 20%”). For detailed analysis, provide the underlying data table or at least summarize important data points in text (“Category A: 50 units, Category B: 40 units, Category C: 30 units, etc.”).
• Long descriptions can be used if the graph is complex, for instance, describing the shape of a distribution in a histogram (“Bell-shaped curve, centered around 0, with a tail extending to the right indicating positive skew.”).
• Remember that tools like Ally might auto-generate a rudimentary HTML table from a chart image; however, it’s best if you manually ensure the data is available in a clean format.

Color and Contrast in Charts

Use color-blind-friendly palettes for any charts (many statistical tools have such presets or you can choose patterns/hatching in bar graphs).

• Never rely on color alone to differentiate data series; use direct labeling on the chart or distinct markers. For example, in a line chart, use different line styles (solid, dashed) and include a legend that a screen reader can parse (legends in software like Excel should be properly tagged in the exported PDF).
• Keep contrast high – e.g., if you have text or grid lines on a chart, ensure they meet contrast guidelines against the background.

Tool Accessibility (Excel, Tableau, etc.)

Many Data Science tasks use tools like Excel, R, Python notebooks, or Tableau. As a quick win, if you demonstrate data analysis through code, provide commentary in the code or outside it explaining each step’s result, so even if a plot isn’t seen, the student knows what it demonstrated.

• Excel has an accessibility checker and allows you to add alt text to visuals – when sharing Excel files, run the checker and fix issues (like missing alt text on charts or images).
• Jupyter notebooks or other coding notebooks, advise students to format outputs accessibly (for example, if they include an image plot in a notebook, they can add a markdown cell with a description).
• If using Tableau or Power BI for interactive dashboards, be aware that their accessibility is improving but still limited – you may need to provide alternate descriptions of any interactive dashboard elements, or export static accessible versions for screen reader users.

Math and Formulas in Statistics

Data Science often involves statistical formulas. Treat these like math content – use proper notation and explain in text.

• If you show the formula for standard deviation, also write in words what each symbol means (“sigma equals the square root of the variance, where variance is the average of squared deviations from the mean”).
• Ensure any statistical notation (like Greek letters α, β) is accessible – use Unicode characters or equation editor so screen readers can identify them (some screen readers will say “alpha” when they encounter the α symbol if properly coded).

Interactive Data Tools

If students are asked to use interactive tools (like an online data visualization tool or a polling tool to explore data trends), ensure that those are accessible or have a backup method.

• If an interactive chart is not screen reader-friendly, provide the data and ask the student to conclude by analyzing the numbers instead.
• If using something like Google Colab notebooks, which are mostly accessible, make sure students know how to turn on any accessibility settings (Colab has a high contrast mode and some screen reader optimizations).
• In teaching, consider demonstrating a screen reader or keyboard navigation on a data table – it raises awareness and ensures your content is navigable in multiple ways.