Before sharing a lesson, try reading it from the position of someone who cannot use its most obvious route. Can the instructions be understood without hearing the explanation? Does an image carry information that the surrounding text never describes?
Review the path into the work
Look at headings, contrast, reading order, captions, and the language of directions. Ask whether a student can find the first step and tell what completion means. These checks can identify issues worth addressing before the material reaches the class.
An alternative format should preserve the learning purpose. A student who gives an oral explanation may still need to demonstrate the same reasoning as a student writing a paragraph. The teacher should make that purpose explicit while working with the relevant support professionals.
Invite a useful response
Give students a clear way to report a barrier. Ask what prevented participation, rather than requiring them to diagnose a technical problem.
Treat the response as information about the design. Document the change so that the next version begins from a better starting point. Accessibility deserves a place in ordinary preparation.
