Visual descriptions are given to increase accessibility and inclusion. 

• They help people understand the context of what is being presented and who is presenting. Visual descriptions can be given in a variety of ways.

Use plain language to make a clear and concise announcement.

• Virtual participants should be notified by the facilitator verbally via 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. The participants should also receive a digital copy of written instructions on how to use the technology and where to locate all the accessibility features and information about accommodation.
• Invite attendees to raise accessibility barriers/concerns during the event and instruct them on how to do so and provide links and emails of contacts or support staff, if applicable

When introducing yourself at the event, verbally describe yourself and your surroundings.

Please verbally describe yourself and your surroundings. This allows Blind/Low Vision attendees, Deaf or Hard of Hearing attendees using their interpreter or captioners to speak via Video Relay Service (VRS), attendees sitting in the back of the conference room, or attendees participating by phone or without a screen (i.e., people driving); this gives all an opportunity to engage and participate. to learn key visual characteristics about each presenter, for example, how a sighted person might remember someone by their statement necklace or unique hairstyle.

• Here is a simple 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 have (color hair) and am wearing (color of shirt, unique accessories). 
    • Optional to visual personal image:(race) (gender) (preferred pronouns). Behind me is (color of the wall, clock, etc.).” 
    • In addition to your introduction, take a moment to honor the Native Land you are on/location.
• Do not force all participants to have their cameras on. It is okay for an audience member to keep their camera off! 
• To learn more about this topic, review the following article Why Keeping the Camera Off Creates Inclusive Virtual Meetings.

Please reference the following Best Accessibility Practices Articles to help you create and deliver a presentation that considers the audience's varied abilities and will maximize participation for everyone.

• Guidelines for Writing About People With Disabilities
• Disability Language Style Guide
• Choosing Words for Talking About Disability
• How to Enable Closed Captions in Microsoft Teams
• How to Create Accessible PowerPoint Presentations
  • You can use these simple guidelines to create a presentation that includes your entire audience and avoids issues during your presentation.
• 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.  
  • Avoid using acronyms because they can confuse and alienate most audiences and may overestimate an audience's familiarity with abbreviations. 
  • Keep in mind that an individual's identity can be as multifaceted.
    • Always respect how an individual wants to identify. It is okay if someone does not want to share their pronouns or identity.
    • Even if you know the attendees or panelists personally, you should NEVER assume that everyone with that disability/ethnicity/race/culture/gender is what they want to share during this specific event.
    • It is okay to ask: "I want to respect how you want to be identified. Do you prefer person-first or identity-first language?

• Be visible and in good light when you talk so participants can see your face. 
  • This is especially helpful for people who read lips or have cameras on if you are recording or live streaming. 
• Incorporating verbalizing information as visual or audio cues. 
  • Verbalization of information provides necessary access to create better learning opportunities and ensure equity and equal access to the information presented.
• Incorporate movement breaks into longer presentations. 
  • Depending on your event's length, giving participants a five-minute break 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. 
• If your event has interpreters: 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 the audio may not be clear or because you used a term, abbreviation, or acronym they have not heard before. 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 your words. 

• Describing visuals aloud is crucial for individuals with low vision or blindness. Visual descriptions in a presentation are important because they help audiences better understand and retain information by leveraging the power of multiple senses, making complex concepts clearer, and ensuring accessibility for all people who may need additional context to follow along. While less accessible guidance may advise otherwise, verbally saying the information in slides is the best inclusive practice.  
• Provide information about the visual appearance of spaces, objects, charts, graphs, and people:
• 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
  • Hear
  • Move
  • Speak
  • Process information in certain formats
    • 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.  
• 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). 

• 6 Must-Have Workplace Learning Strategies for the Hybrid Workplace
• eLearning Accessibility: How To Design Virtual Training Programs For Learners With Disabilities 
•  eLearning Accessibility Considerations
• Creating accessible learning
• four principles of accessibility
• Training Needs Analysis: Conduct a TNA
•  improving accessibility in eLearning
• eBook: Creating Value Through Outsourcing - How L&D Teams Can Leverage Strategic Partnerships to Meet the Enhanced Expectations from the Business
• 5 Strategies to Support the Application of Learning on the Job and Improve Employee Performance
• What L&D Teams Must Do to Build a Growth Mindset and a Learning Mindset in Employees
• How to Build an Army of Lifelong Learners in Your Organization
• How to Combat the Learner Engagement Challenge by Creating Immersive Learning Experiences
• Describing Science Images for Learners with Disabilities (WGBH Article)