Accessible education for all

Remote Teaching

Accessible education for all

Accessible education for all

Any student who is doing remote learning may face certain accessibility issues, but some students may have extra needs. For instance consider students with psychological disorders (like ADHD, anxiety or depression), chronic health issues, language or calculation disorders (like dyslexia or dyscalculia), visual or hearing impairments or pregnant students. Leiden University offers extra support to students in need, but you can assist them by integrating accessibility in your teaching.

The guidelines for accessible education have been incorporated in their entirety into the articles on this website, which have been adjusted where necessary. In this article, we will pay extra attention to general advice from experts on content and with experience.

First considerations

  • Be clear and consistent in your communication
  • Chop your education content in small chunks when online
  • Asynchronous over synchronous teaching
  • Trust over surveillance


  • Be aware that during this Corona crisis students are extra nervous and pay attention to what they indicate .If you are aware that certain students have extra needs, then it is best to contact them.
  • Ensure all your students have a good computer, stable connection to the internet, and can use all tools offered by the university. Check this proactively, e.a. by holding a short survey. Coordinate fit for purpose solutions with study advisors and Fenestra Disability Centre.
  • Communicate clearly about the new forms and requirements of your education, both in email and on BrightSpace. Create different ways for students to reach you if they are unable to meet the requirements.
  • Create a Frequently Asked Questions sheet (FAQ sheet) in BrightSpace
  • Create online office hours so students can pose questions, e.a. in Kaltura Live Room.
  • Prioritize asynchronous teaching over synchronous teaching, including flexible, longer deadlines
  • Chunck your online education in small bits (one concept per video of 5 min), and add regular breaks. In general it is better to not replace your offline education with long stretches of screen time.

Considerations and Educational Implementation

Design & Preparation

  • Be very clear about the design of education. Structure will help students.
  • Flipping your classroom is advisable. Make material available in different ways. Variation is key.
  • Subtitle any video or audio clip, and let students know when that is available. Transcripts and annotations of online material are helpful to any student.
  • Balance visual and audio material.
  • Use Word documents rather than PDFs. Make sure PDFs and websites are readable for text to speech tools.
  • Create an online community where students can ask questions afterwards (e.a. In discussion forums in Brightspace)

Production of media material


  • Check the video-toolkit for general tips.
  • Talk directly to the camera for lip-reading purposes.
  • Your webcam should be steady.
  • Speak steady and not too quick. If any students think you are too slow they can watch the clip at a quicker speed.
  • Cut your video or podcast into small chunks of 6 to 10 minutes

Powerpoint and documents

  • Prepare beforehand and make it available in Brightspace
  • Use a clear font (Like Helvetica, Arial, Verdana or Calibri)
  • Use font size 10 with 1,5 point rule distance
  • Create a clear consistent structure

Synchronous teaching: interaction and other concerns

  • Start Kaltura Live Room in Webinar mode, which mutes all mics and allows a Q&A after the presentation.
  • There are data privacy concerns with recording sessions, but it is very beneficial to be able to watch recordings afterward for all students. Consult these Privacy Guidelines Recording or discuss with your Data Protection Officer how to do this safely
  • Teaching and learning online costs a lot of energy. Be sure to check at regular intervals with your students if they are still able to absorb the information.
  • Make use of active learning forms beyond lectures.
  • Involve a teaching assistant as a moderator in your class. This can be a student who gets that role and rotating this role each week. Allow students to (collaboratively) make notes of your lecture in the chat or in a shared document.

Digital Assessments

  • Inform students generously ahead of time about any assessments, what the form of the assessment is, its location/tool, and deadlines. (at least 5 days ahead)
  • Keep deadlines flexible and longer (e.a. give students a day instead of 3 hours to complete an assessment), and try to keep it as asynchronous as possible.
  • Assessments like essays, open-book examinations, etc. are less strenuous
  • Trust over surveillance, do not automatically presume that there shall be fraud by applying complicated countermeasures.

Relevant links and additional information


Tips & Tricks

Credits to the diversity office, several students with extra needs and ICLON for gathering this material.

Relevant tools

  • Live captions in MS teams
  • Polls - Check available tools with your ICTO coordinator
  • Subtitle services -Check available tools with your ICTO coordinator