• Advise everyone orally and in the virtual chat how to use any technology and accessibility features available to all, such as captions, transcripts, recordings, and accommodations offered, and how to use them at the beginning of the event.  
• Do a check of access features.
• Invite attendees to raise access concerns during the event and instruct them on how to do so. 

With Live Presentations in PowerPoint, audience members can see a presentation on their devices and read live subtitles in their preferred language while they speak. They can use the "pinch to zoom" gesture to see the slides more clearly on mobile devices, give feedback, send live reactions to the presenter, and navigate back to review previous slides. 

• Your audience has both visible and invisible identities and accessibility needs. 
• Communicate through words and tone of voice rather than exclusively relying on facial expressions and body language. 
• Speak clearly, slowly, and respectfully using first-person language and current terminology rather than using out-of-date language such as “mentally handicapped person” or “wheelchair-bound person,” Instead, say “person who uses a wheelchair.” 
• Be visible and in good light when you talk so participants can see your face. This is especially helpful for people who read lips. If you are recording or live streaming, have cameras on.
• Incorporate audio cues.
• When introducing yourself at the event, please verbally describe yourself and your surroundings. This allows Blind/Low Vision attendees to learn key visual characteristics about each presenter. Much like how a sighted person might remember someone by their statement necklace or unique hairstyle. 
• Here is a format you can follow: 
  • “Hi, I am (name and job role). I am going to do a short image description of myself for attendees. I am a (race/ethnic background) (gender) (preferred pronouns), and I am wearing (color of shirt, unique accessories). Behind me is (color of the wall, clock, etc.).”
• Many peoples’ voices sound similar, and modeling this practice is helpful to Blind/Low Vision people who need to know who is speaking. 
• This is also important for Deaf or Hard of Hearing attendees using their interpreter or captioners to speak via Video Relay Service (VRS). 

• Incorporate movement breaks into longer presentations. 
• Depending on the length of your event, providing a five-minute break for participants to use the bathroom, grab a glass of water, or stretch may be helpful. 
• Consider your audience and language level. Use plain language when appropriate. Explain acronyms, terms, and names you will use during the presentation or event.  
• When switching between speakers, it is important that you briefly state your name and preferred pronoun before talking. This is important each time they speak so that attendees, captioners, and interpreters know who is speaking.  
• Ask attendees if they can hear everyone or if anyone is speaking too quickly.  
• Repeat questions and comments from the audience into your microphone so that captioners, interpreters, and audience members do not miss a word. 
• Remember to engage with the participant, not the interpreter. However, be prepared to answer questions from the Interpreter. An interpreter may need clarification on something you said, either because audio cut or because you used a term they have not heard before, and they want to make sure they are signing it correctly. Answer interpreter questions immediately, so the Deaf or Hard of Hearing attendees can keep up with what you are saying. 

• Provide Content Warnings 
  • If your presentation includes very loud noises, flashing lights, or rapidly transitioning imagery, you must give attendees at least a 20-second warning before presenting that content.  
  • This is a safety measure for people prone to seizures and others sensitive to these elements.  
• Understand that some of your audience might not be able to: 
  • See well or at all, 
  • Hear well or at all, 
  • Move well or at all, 
  • Speak well or at all, 
  • Process information in certain formats well or at all. 
  • People with visual processing disorders, such as dyslexia, may find some fonts harder to read than what is on the screen. Some attendees may also find it difficult to distinguish colors or images.  
• While less accessible guidance may advise otherwise, verbally stating the information in slides is the best inclusive practice.  
  • Be patient and allow time for participants to read each slide.  
  • If you share a chart, table, map, infographic, workflow, or graph, verbally describe the image, such as the general trends, names of data groups, colors used, axis titles, etc. 
  • Before playing a video, please briefly describe the video you will present.  
  • Use media or videos with accurate closed-captioning and, if necessary, audio description.  
  • Plan alternative forms of contribution for participants with limited mobility (For example, individuals who cannot raise a hand, stand up or move from place to place).