Images, graphics, animations, videos, or text may seem to be the optimal way to present information, especially when the information is about the relationships between objects, actions, numbers, or events. But such visual representations are not equally accessible to all learners, especially learners with visual disabilities or those who are not familiar with the type of graphic being used. Visual information can be quite dense, particularly with visual art, which can have multiple complex meanings and interpretations depending on contextual factors and the viewer’s knowledge base. To ensure all learners have equal access to information, it is essential to provide non-visual alternatives.

• Provide descriptions (text or spoken) for all images, graphics, videos, or animations.
• Use touch equivalents (tactile graphics or objects of reference) for key visuals that represent concepts.
• Provide physical objects and spatial models to convey perspective or interaction.
• Provide auditory cues for key concepts and transitions in visual information.

Text is a special case of visual information. The transformation from text into audio is among the most easily accomplished methods for increasing accessibility. The advantage of text over audio is its permanence. At the same time, providing text that is easily transformable into audio accomplishes that permanence without sacrificing the advantages of audio. Digital synthetic text-to-speech is increasingly effective, but still disappoints in its ability to carry the valuable information in prosody.

• Follow accessibility standards (NIMAS, DAISY, etc.) when creating digital text.
• Allow for a competent aide, partner, or “intervener” to read text aloud.
• Provide access to text-to-speech software.

Sound is a particularly effective way to convey the impact of information, which is why sound design is so important in movies and why the human voice is particularly effective for conveying emotion and significance. However, information conveyed solely through sound is not equally accessible to all learners and is especially inaccessible for learners with hearing disabilities or for learners who have memory difficulties. Consider how frequently directions are only given orally. For learners who need more time to process information, this single mode of sharing information presents a barrier. In addition, listening itself is a complex strategic skill that must be learned. To ensure all learners have access to learning, options should be available for any information, including emphasis, presented aurally.

• Use text equivalents in the form of captions or automated speech-to-text (voice recognition) for spoken language.
• Provide visual diagrams, charts, or notations of music or sound.
• Provide written transcripts for videos or auditory clips.
• Provide sign languages for spoken communication.
• Use visual analogues to represent emphasis and prosody (e.g., emoticons, symbols, or images).
• Provide visual or tactile (e.g., vibrations) equivalents for sound effects or alerts.
• Provide visual and/or emotional description for musical interpretation.