Accessibility Matrix for Vision and Hearing Impairments

Vision impairment 


Hearing impairment 


General needs
All visual information should be available in audio or text that is compatible with screen readers.
  • Content should NOT require a mouse.
  • Distinguishing information should NOT be color specific.
  • Provide access to textual content so reader can customize accordingly.
  • Allow ample time for learner to obtain textbook(s). It may take months to obtain audio translations of textbooks or get them fully scanned.
All audio must be available in visual text.
Tools for strategies
  • Screen readers
  • Screen text magnifiers
  • Audio recordings
  • Verbal descriptions of visual aids
  • Audio books
  • Braille
  • Sign language
  • Visuals
  • Lip reading
  • Captioning
Teaching accommodations may include:
  • Verbal descriptions of visual aids (tables, graphics, charts, photos, etc)
  • The availability of course materials before class or electronically.
  • Recorded lectures
  • Alter the white background of interactive boards to provide high contrast.
  • Avoid use of red/green markers on white boards. Use markers that provide the highest contrast – purple, black, blue and maybe brown if dark enough.
  • Describe what you are writing on board as you progress through complex processes. Pause to make sure all learners are tracking.
  • Pair with others willing to read content when working in collaborative groups.
  • Be flexible and ask learner what other accommodations may help. Do not make assumptions about accommodations in advance.
  • PowerPoints require special handling. Please ask for help from someone who has expertise in making PowerPoint accessible.
  • Interpreters
  • Sound amplification systems
  • Note takers
  • Real-time captioning
  • Transcripts
  • Communication via text such as Instant messaging, email, discussion boards
  • Visual warning systems for lab emergencies
  • auditory signals converted to visual alerts
  • Repeat discussion questions and statements made by other students.
  • Write discussion questions/answers on a whiteboard or overhead projector.
  • Provide written lecture outlines, class assignments, lab instructions, and demonstration summaries and distribute them before class when possible.
  • Provide verbal translations to visual demonstrations
  • Describe what is happening when important as well as translating what is being said.
Provide real time captioning, sign language interpretation
Provide alt tags; audio descriptions (translation) to visual tables, charts etc.
No adjustment necessary unless there is an audio component to the image graphic.
No adjustment necessary unless there is a visual that goes with the audio.
Provide written transcript

The above information courtesy of the University of Washington Do-It website.