Describe technical drawings and schematics
Engineering coursework often includes diagrams of circuits, mechanical parts, CAD drawings, flowcharts of processes, etc. All these visuals require either alt text or detailed descriptions.
- Start descriptions with an overview: e.g., “Schematic of an electrical circuit with a battery, two resistors in series, and an LED.” Then, if complexity warrants, detail the relationships (“The LED is connected in series after the resistors and will light if current flows”). If a mechanical blueprint is shown, describe what it depicts (“Front view of a gearbox showing four labeled gears”) and provide labels in text.
- A good strategy is to provide a list of components and their connections, which can serve as a textual surrogate for the diagram. This can even be placed in an appendix or notes.
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Ensure CAD or 3D content alternatives
If the course uses 3D models or CAD software outputs, recognize that these are largely inaccessible to screen readers. For students who cannot see the 3D model, consider providing alternate experiences: for instance, a physical model that can be touched (if feasible), or a written description of the 3D object’s shape and features.
- If an assignment expects interaction with a 3D model, an accommodation might be needed (such as pairing the student with a sighted partner or using a plugin that exports the model to a descriptive format).
- As a quick win, whenever you show a rendered image of a 3D object in slides or documents, include alt text explaining that object’s design., e.g., “3D CAD render of a bridge truss – a triangular framework demonstrating force distribution.” This way, even if the full 3D interactivity isn’t accessible, the concept and design can be understood.
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Accessible data and calculations
Engineering problems often involve data tables, formulas, and computations (similar to math). Use the same math accessibility practices for engineering equations – use equation editors/MathML for things like structural formulas or advanced calculations (e.g. stress-strain equations).
- For data tables (say, material properties, or experimental results), use proper table structure with column/row headers so that screen readers can read them cell by cell with context.
- Avoid using images of text/tables – if you have a scanned table from a textbook, retype it or use OCR to get actual text that can be read aloud.
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Software tools and environments
Be mindful if using specialized engineering software (like MATLAB, AutoCAD, SolidWorks, programming IDEs for embedded systems). Many such tools have limited accessibility.
- If there are known accessibility tips (for example, MATLAB has a partially accessible interface and allows command-line use, which may be easier for blind users than the GUI), share those with students. You might direct students to use the software’s keyboard shortcuts and check if it has screen reader modes.
- For teaching purposes, ensure that any output from these tools that you share (graphs from MATLAB, simulation results, etc.) are provided in an accessible format (e.g. MATLAB plot descriptions or at least a caption explaining the output graph’s key findings).
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Group work and alternative roles
In project-based engineering courses, a quick strategy to accommodate different needs is to allow flexibility in group roles.
- If drawing a complex diagram is challenging for a student with a visual impairment, maybe they can focus on calculations or writing up the project while another team member draws, and then the drawing is described to them. Of course, the goal is to make the drawing itself accessible, but this approach can ensure the student is still fully participating.
- Provide any supportive materials (like parts lists, circuit descriptions) in advance in accessible formats so all group members can contribute equally.
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Safety and accessibility in labs
Although more about physical accessibility, it’s worth noting in digital content if you use lab videos or simulations in engineering, ensure they emphasize safety with multi-sensory feedback (visual AND auditory signals for alarms, for example).
- If a video shows a warning light, mention it in narration (“The warning light has come on”).
- In any digital lab instructions, use clear, simple language and consider supplemental instruction (like a short video with captions demonstrating a procedure, alongside written steps).
Please also see our guides on:
NOTE: This content was adapted from the UMBC Office of Accessibility and Disability Services.
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