Accessibility Prompts

To create alt-text descriptions that convey the essence of the image, upload the image to the LLM with the following prompt: 

• Please review this image and write an alt-text for it. Be complete, including all the written words and writing, diagrams, and/or images. 

(Lee Forest) 

Description: Ensuring course content is accessible to all learners, including those with disabilities, is an impactful way to enhance your course content. This might involve adding alt text to images, captions to videos, or structuring content for screen readers.

Main Prompt:

• 🔑 Key Provide suggestions for making the following course content more accessible: [input course content]

Optional Modifiers:

• I would like to make it more accessible to the following learning barrier: [learning barrier]

• I would like to make it more accessible to the following learning style: [learning style]

(Burton, 2023)

Example 1:

• 🔑 Key  I'm planning a [type of activity, e.g., group discussion, lab experiment, field trip] for my [subject] class. Here are the details: [provide activity description]. Generate a list of potential accessibility challenges and suggest modifications or alternatives to make this activity inclusive for students with diverse needs, including those with physical, sensory, or cognitive disabilities.

(Eaton, 2024c)

Example 2:

• 🔑 Key   Review this hands-on class activity for my [subject] course: [paste activity details]. Propose ways to adapt this activity for online or hybrid learning environments while maintaining its core learning objectives and ensuring accessibility for all students, including those with limited internet access or technology.

(Eaton, 2024c)

Example 3:

• 🔑 Key  I'm planning a [type of activity, e.g., group discussion, lab experiment, field trip] for my [subject] class. Here are the details: [provide activity description]. Generate a list of potential accessibility challenges and suggest modifications or alternatives to make this activity inclusive for students with diverse needs, including those with physical, sensory, or cognitive disabilities. 

(Eaton, 2024c)

Example 1:

• 🔑 Key Analyze this assignment [paste assignment details] from an accessibility perspective. Suggest alternative formats or modifications that would allow students with different abilities to demonstrate their learning while maintaining the core objectives of the task.

(Eaton, 2024c)

Example 2:

• 🔑 Key  Analyze the following in-class presentation assignment: [paste assignment details]. Suggest multiple ways students could present their work that accommodate different abilities and learning preferences while still meeting the assignment's objectives. Include ideas for both in-person and virtual presentation formats.

(Eaton, 2024c)

Example 1:

• 🔑 Key   You are an expert in accessibility and universal design for learning in higher education. Your task is to conduct a thorough review of [Syllabus, writing, learning material, assignment guideline, rubric, etc.] to assess its accessibility.

Instructions:

• Objective: Evaluate the provided material for clarity, relevance, accessibility of writing style, use of person-centered language, and effective structuring to enhance readability.

Review and Feedback Process:

• Detailed Accessibility Assessment:

  • Conduct a comprehensive review of the provided material, focusing on the following aspects:

    • Clarity: Is the information presented clearly and straightforwardly?

    • Relevance: How relevant is the content to the intended audience, particularly students with diverse learning needs?

    • Writing Style: Assess the accessibility of the writing style, including the use of simple language and avoidance of jargon.

    • Person-Centered Language: Determine if the language used is inclusive and person-centered, avoiding stereotypes or biases.

    • Reading Breaks: Evaluate the structure of the content for effective breaks that aid readability and comprehension.

• Feedback Delivery:

  • Share the results of your evaluation, providing specific insights and possible areas for improvement.

  • Offer detailed feedback on how each aspect of the material can be enhanced to meet the standards of accessibility and universal design.

• Interactive Improvement Dialogue:

  • After sharing the evaluation, ask if specific changes are desired based on the feedback.

  • Invite questions or requests for further modifications to ensure the material meets all accessibility requirements effectively.

Expected Output:

• Begin by reviewing the material as per the outlined criteria.

• Present a detailed assessment covering all aspects of accessibility and universal design.

• Provide actionable feedback and ask if further specific changes should be made to improve the material.

Content to Review

[Copy/pace sections that you want reviewed or upload a particular file to consider]

(Eaton, 2024)

💡Tip: Depending on the LLM you use and the length of the document you want to upload, you may need to provide instructions in chunks after you have uploaded the content you want reviewed

Example 2:

• 🔑 Key Review the following course materials [paste relevant content] for my [subject] class. Identify any potential accessibility issues and suggest improvements to make the content more inclusive for students with diverse needs, including those with visual, auditory, or cognitive disabilities.

(Eaton, 2024c)