STEM fields often use specialized notations, symbols, diagrams, and software. The key is to present STEM content in formats that assistive technology can interpret and to provide textual equivalents for visual-heavy materials.
Use accessible math notation, not images
Do not rely on screenshots or pictures of equations – these are very difficult for visually impaired students. Instead, use proper equation editors or markup that produce accessible math.
- Use MathML or tools like MathType to create structured, screen-reader-friendly equations instead of using images of formulas.
- ELMS-Canvas’ content editor supports LaTeX/MathML via tools like MathJax. Using MathML is considered a best practice for math accessibility because it scales nicely for magnification and allows semantic reading of complex structures.
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Provide text descriptions for complex expressions
For particularly complex formulas or matrices, include a written description. When writing these descriptions, focus on the structure (“a 2×3 matrix”) and key elements of the equation. This benefits students using screen readers as well as those who might struggle to parse notation.
- A simple example: “The matrix has 2 rows and 3 columns, and its transpose has 3 rows and 2 columns” can accompany the matrix itself. This can be placed in alt text if brief or in surrounding text/long description if detailed.
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Leverage math tools and assistive tech
Consider using tools like Desmos to support accessible math. These tools can be great “easy wins” for making math more interactive and accessible.
- Desmos, a free online graphing calculator, is designed with accessibility in mind, supporting screen reader navigation of graphs and offering audio tracing of graphs for blind/low-vision users. Incorporating sonification for graphing activities (in place of static images of graphs) allows students with visual impairments to explore mathematical graphs through sound and data points.
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Use clear structure in worksheets and explanations
Math content often involves step-by-step problem solving. Ensure any instructional materials (handouts, PDF problem sets) are structured with headings for sections (e.g. “Example 1, Solution”) and use list formatting for sequential steps. If you provide problem solutions, consider writing them in a linear text form in addition to writing the math notation.
- For instance, alongside the equation-oriented solution, add a brief narrative: “First, we isolate x by subtracting 5 from both sides…” to help students with cognitive disabilities or those using text-to-speech follow the logic.
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Alt text for graphs and geometric figures
Treat graphs, charts, or geometric diagrams in math as images requiring alt text or longer descriptions.
- A quick win is to summarize the key insight of the graph or figure in the alt text (e.g. “Line graph showing a linear increase: y = 2x illustrates a straight line through the origin”). If the exact values or shape matter in detail (like a specific parabola vertex), provide those details in a caption or as a data table.
- Long descriptions can be provided for complex visuals – for example, you might include an appendix or separate page describing each step in a geometry diagram or listing the data points in a plotted chart. This ensures that a student who cannot see the visual can still interpret the information.
- Ensure any color-coding in graphs is also labeled with text or patterns, as color alone should not convey meaning (for color-blind accessibility).
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NOTE: This content was adapted from the UMBC Office of Accessibility and Disability Services.
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