Supporting Trainee Learning Needs

Teaching staff should be mindful of the potential to cause distress to trainees due to their presented content. Certain subjects (e.g., bereavement, trauma, risk) can be distressing, especially for those whose experiences might make them susceptible, and therefore the programme asks that speakers take care in these areas.

Speakers should allow trainees the space to explore and reflect on topics within the teaching session. Trainees can reflect on the content following a session, including as part of their Personal and Professional Development, or in dialogue with their supervisors and/or tutors. 

If a trainee anticipates difficulties, they are encouraged to discuss it with their tutors or the speaker. If necessary, a trainee should feel able to leave the teaching session. Trainees who do leave a session are advised to inform someone of their whereabouts. If they feel able to, trainees are encouraged to return to the session before it concludes.

We’ve listed some key accessibility guidance below in brief. For further information, please visit the University’s detailed guides here: 

• https://www.sheffield.ac.uk/apse/digital/digital-accessibility

• https://staff.sheffield.ac.uk/student-support-services/disability

When preparing your teaching materials.

• Please send us your editable file documents (e.g., Word, PowerPoint) in their original format, not as PDFs. This allows us to make any necessary accessibility adjustments before uploading to Blackboard.

• As all resources on Blackboard must be accessible, our Specialism Leads and/or Admin staff will review the materials prior to sharing with our trainees.

• Formatting: Use clear headings, readable fonts (sans-serif like Arial, 12pt minimum), appropriate text size, and descriptive text for all images (alt text). 

• Inform us in advance if you're pre-recording so we can add captions.

To ensure all trainees have equal access to learning, please adhere to the following accessibility guidelines when preparing your teaching materials for Blackboard. These will help ensure your documents, handouts, notes, and presentations are accessible and can be effectively used with assistive technologies like screen readers.

Labelling Images and Web Links

• Providing text descriptions (ALT text) for all images is crucial for web accessibility and is frequently flagged by Blackboard Ally.

• ALT text is read aloud by screen readers and displayed if the image fails to load. It also aids search engine discoverability.

• Key Points for Effective ALT Text:

  • Be Succinct: Generally, one sentence is sufficient.

  • Be Accurate: Describe the essential information conveyed by the image.

  • Avoid Redundancy: Do not repeat information already present in the surrounding text.

  • Omit "Image of...": Screen readers automatically identify it as an image.

• If you need to label parts of an image, ensure the labels are separate from the image itself, using lines or arrows to clearly indicate the corresponding areas. Avoid overlaying text directly onto the image.

• Use descriptive link text that clearly indicates the destination of a web link. Avoid generic phrases like "click here." Include the actual link within the text.

Creating a Document Structure

• When sharing files, use meaningful filenames that include the module code and a clear description of the file's content. For example, instead of "lecture1.doc," use "AAP101 Week1 Lecture 1 Introduction to Prehistory.doc."

• Structuring your documents with headings makes navigation significantly easier for screen reader users and allows keyboard-only navigation.

• Using the built-in style settings (e.g., Heading 1, Heading 2, Subtitle, Normal Text) in Word or Google Docs is essential for creating tagged PDFs, which are more accessible.

Benefits of Using Styles and Headings:

• • Consistent layout

  • Enables skim reading of longer documents

  • Facilitates quick reformatting

  • Allows for automatic generation of tables of contents and document outlines

Avoid Visual Headings Only: Do not rely on increasing font size and using bold text alone to indicate headings. Screen readers will not recognise these as structural elements.

Making Text Accessible

• Accessible text is vital for conveying information effectively.

• Fonts:

  • Avoid serif fonts (e.g., Times New Roman).

  • Sans-serif fonts (e.g., Arial, Calibri, Verdana, Trebuchet, University of Sheffield Blake) are generally clearer.

  • Refrain from using highly stylised fonts that can hinder readability.

  • Use bold text for emphasis instead of italics, CAPITAL LETTERS, or underlining, which can be inaccessible for individuals with print disabilities.

Size

• • The Royal National Institute of Blind People (RNIB) recommends a minimum type size of 12 point for body text.

Colour

• • Do not use colour as the sole means of conveying important information. Always use additional methods like text or icons.

  • Ensure a strong contrast between text and background colours. Black text on a white background offers the highest contrast.

  • Use the Office Accessibility Checker or the WebAIM Colour Contrast Checker to identify and address colour contrast issues. The Colour Contrast Analyser is also available for Managed Desktop and YoYo users via the Software Centre.

  • Assistive technology allows users to customise colour combinations and backgrounds to suit their individual preferences.

Layout

• • Left-align text, as centred or justified text can make it difficult for individuals with restricted visual fields to locate the start of each line.

  • Always use numbered or bulleted lists for presenting items in a sequence or group, as this aids screen reader users.

Creating Accessible Microsoft Office and Google Files

We have created specific guides on how to enhance the accessibility of common document types using built-in features and accessibility tools:

• Microsoft Word

• Microsoft PowerPoint

• Google Docs

• Google Slides