Accessible teaching materials determine whether a child with a disability can take part in lessons – or whether they have to watch as everyone else reads material that remains inaccessible to them. To this day, the most common type of material in schools is the scanned worksheet. And for blind students, this is nothing more than a blank page. In this guide, I’ll show you, based on real-world experience, why scanned PDFs fall short, what rights and obligations apply, how to make source documents, images, maths and tables truly accessible, and which format is suitable in which situations. Finally, I’ll reveal the one step that almost every teacher forgets.
What are accessible teaching materials?
Accessible teaching materials are learning resources that all students can use without assistance. These include worksheets, textbooks, handouts, presentations and exams. They must be compatible with commonly used assistive technologies – such as screen readers, Braille displays, screen magnifiers and text-to-speech functions.
The needs in this regard are varied. A blind child listens to the text via a text-to-speech system or reads it in Braille. A child with a visual impairment enlarges the text. A child with dyslexia has the text read aloud to them. And a child with a cognitive impairment needs clear, simple language.
What is important is the underlying principle. Accessibility does not just help a small group. Clearly structured materials also make learning easier for children whose first language is different, and ultimately benefit the whole class. Good materials are not a special case, but simply better materials for everyone.
The four barriers in learning materials
The obstacles in learning materials can be categorised into four types. Each type affects a different group and requires a different solution.
Visual barriers affect blind and visually impaired children. They struggle with image-based PDFs, mathematical formulae presented as graphics, and text that is too small or lacks sufficient contrast. Auditory barriers affect deaf children, for example when watching an educational video without subtitles. Motor barriers make it difficult to turn pages and navigate the content – a digital format that can be operated via the keyboard is helpful here. Cognitive barriers, on the other hand, arise from convoluted sentences, technical terms and an unclear structure.
Entscheidend ist, dass diese Barrieren sich mischen. Ein Kind kann zugleich schlecht sehen und Mühe mit komplexer Sprache haben. Deshalb genügt keine Einzelmaßnahme. Vielmehr muss ein Material für alle vier Gruppen funktionieren – und genau hier scheitern viele Vorlagen. Ein gutes Material denkt alle vier von Beginn an mit.
The biggest problem: the scanned worksheet
The most common barrier in the classroom is the scanned PDF. This is because a scanned worksheet is, technically speaking, an image, not text. A screen reader cannot find anything in it to read aloud and simply produces silence or the message ‘graphic’. For a blind child, such a worksheet is therefore completely inaccessible. Even zooming in does not help, as an image simply becomes blurrier when zoomed in.
Text recognition alone only solves half the problem. OCR software does indeed convert the image into machine-readable text. However, it does not automatically determine the correct reading order, and it fails when dealing with formulae or complex layouts. That is why a scanned document always needs to be checked after text recognition: is the order correct, and have headings and tables been correctly tagged? Only this check turns recognised text into a truly usable document.
This is where our tool comes in. With Access Doc, large volumes of scanned and untagged PDFs can be converted into accessible documents – complete with text recognition, tags and a verified reading order. This transforms an existing archive full of image-based PDFs into usable material within a reasonable timeframe. Schools and universities, in particular, are swamped by such archives.
What rights and obligations apply?
It is worth clarifying the situation here, as several sets of regulations apply. For published works such as school textbooks, the Marrakesh Treaty has applied since 2019, as implemented in Sections 45b to 45d of the Copyright Act. Under these provisions, blind people, those with visual impairments or reading difficulties, and authorised ‘entities’ may convert a published work into an accessible format without the publisher’s permission. This expressly includes image descriptions. Such authorised entities include, for example, libraries for the blind; they require authorisation from the German Patent and Trade Mark Office.
There is, however, one important limitation. Unpublished materials, such as your own lecture notes or exercise sheets, are not covered by this restriction. In practice, this is rarely a problem, as you hold the rights to your own materials anyway and are free to make them publicly available. The rule is particularly helpful in situations where third-party textbooks need to be adapted.
There are further obligations as well. Students with disabilities are entitled, through the provision of reasonable adjustments, to accessible materials and often to extra time to complete tasks. State schools and universities are also subject to BITV 2.0, which covers office documents such as PDFs. And a sentence from a statement sums it up: digitisation does not automatically mean accessibility – it must be taken into account from the outset. Underpinning this is the UN Convention on the Rights of Persons with Disabilities, which, in Article 24, calls for an inclusive education system.
Who benefits from accessible materials
Accessible materials help far more children than just those with a recognised disability. Even the legislator recognises this. The Marrakesh Provision in Section 45b of the German Copyright Act (UrhG) explicitly refers not only to blind people, but also to those with reading difficulties – such as children with dyslexia.
There are many other factors to consider as well. A child whose first language is different understands clear, simple language better. A child with a broken arm finds it easier to use a digital document than a thick folder. And a child who is absent due to illness can still access well-structured digital resources from home. This diversity shows that when we think of individual children, we create resources that benefit many.
Ultimately, the whole class benefits. Clear headings, a logical structure and easy-to-understand language make learning easier for everyone. Accessibility is therefore not a special programme for the few, but simply better teaching materials. I explain what this means in general terms in the guide ‘What is digital accessibility?’.
The foundation: creating the source document correctly
Accessibility isn’t created in the PDF, but in the source document. This is because a well-structured Word or PowerPoint document can later be exported as a tagged PDF – whereas a disorganised one cannot. You should therefore use proper style sheets for headings, rather than simply making the text larger and bold. This is the only way to create a structure that assistive technologies can understand.
In practical terms, this means several things. Give each slide a unique title. Establish a logical reading order and check it before exporting. And provide alternative text for every image that is important to the content. These few steps in the source document determine the quality of the final PDF. Correcting errors in the PDF afterwards, on the other hand, is laborious and often incomplete.
The effort pays off twice over. This is because a well-structured source document is not only accessible, but also easier to maintain and reuse. I explain how to create a clean PDF from it in the guide to accessible PDFs. Putting in the effort at the start saves a lot of rework later on. And it ensures that any subsequent edition of the material is immediately accessible again.
Practical tip: You can find out how your own website is performing in just a few minutes with Access Score’s free BFSG Check – no registration required, and with an honest assessment based on WCAG 2.2.
Describe pictures, diagrams and maps
Every image that is important in terms of content needs a text equivalent. This is because, without alternative text, an image remains invisible to blind children. A simple photograph only needs a short piece of alternative text. A purely decorative image, on the other hand, should have an empty alternative text so that the screen reader skips it.
Complex graphics require more. A diagram, a map or a chart cannot be summarised in a single sentence. Here, you also need a detailed description or, better still, the underlying data presented as a table. Don’t describe every colour; instead, focus on the message: the trend, the key relationship, the result. With a bar chart, the accompanying data table is often the best solution, as learners can then look up the values for themselves.
Another common mistake is relying solely on colour coding. If a map uses only colour to distinguish between two areas, children with colour blindness will struggle. You should therefore always supplement colour with patterns, labels or shapes. I go into more detail on how to write good alternative text in my guide to alternative text.
Making maths and formulae accessible
In mathematics, accessibility is often approached in the wrong way. This is because a formula presented as an image is not accessible – not even with alternative text. A blind person can only understand a formula if they can explore its structure: numerator, denominator, exponent. An image does not reveal this structure; at best, a screen reader will read out a rigid description.
The standard for accessible mathematics is MathML. This represents a formula as code that assistive technologies can read aloud and navigate step by step. Furthermore, such mathematical content can be enlarged without any loss of quality. MathML can be generated from LaTeX or using tools such as MathType and EquatIO. For mathematical content that has already been scanned or is handwritten, there are also tools that can extract structured formulas from it. You should therefore avoid using screenshots of equations and use proper equation editors instead. To this day, maths is most reliably displayed on the web, rather than in PDFs.
One figure illustrates why this is so important. People with disabilities account for around 10 per cent of the workforce, but only about 2 per cent of skilled workers in STEM professions. Inaccessible mathematics is one of the reasons for this. For particularly complex concepts such as matrices, a brief structural description – such as ‘a 2-by-3 matrix’ – is also helpful. This enables a blind person to grasp the structure before delving into the details.
Tables, code and language
Tables are also a common stumbling block. Only use tables for actual data, never for page layout. You should also highlight the header cells and define their references so that a screen reader reads out each cell in context. Furthermore, avoid merged or split cells, as they disrupt the reading order. A brief caption above the table provides additional guidance.
When dealing with large amounts of data, an alternative approach can be helpful. Provide comprehensive tables as supplementary Excel or CSV files so that learners can analyse them using their own tools. Programme code must also be clearly formatted and displayed with sufficient contrast; otherwise, it becomes illegible.
Language is a key tool in its own right. Where possible, provide a version in simple, clear language, as this lowers the barrier for children with learning difficulties and for learners whose first language is different (in line with reading level 3.1.5). Short sentences, familiar words and a clear structure help everyone. Such a version does not replace the original, but complements it as a second track.
Videos and audio in the classroom
Media resources are also part of teaching materials. And educational videos, in particular, are often used without any adaptation whatsoever. However, a video without subtitles excludes deaf and hard-of-hearing children. Subtitles are therefore a requirement, not an option.
Good subtitles are more helpful than you might think. They not only help deaf children, but also learners whose first language is different and anyone who works in a noisy environment. A transcript, which provides the full content in text form and makes it searchable, is also helpful. This allows blind children to take in the content at their own pace.
For purely visual content, more is needed. If a video shows a silent experiment, an audio description that puts what is happening into words is helpful. I go into more detail on how to create subtitles correctly in my guide to accessible subtitles.
Choosing the right format: PDF, Word, HTML, EPUB
There isn’t one single ‘best’ format; rather, the right one depends on the content. A website or HTML page embedded directly within the learning platform is often the most reliable option, particularly for mathematics. A tagged PDF is suitable for fixed-format text documents, but is not ideal for mathematical formulae. A Word document, on the other hand, can be edited and enlarged by learners.
There is a specific format for textbooks. EPUB is the standard for accessible e-books: the text flows around, adapts to the font size, can be read aloud and can also contain mathematical formulae in MathML. EPUB is therefore usually the best choice for lengthy works. Many schoolbook publishers now supply their titles in an accessible EPUB version.
The safest strategy is to take a multi-pronged approach. Provide key materials in several formats, such as a tagged PDF and, in addition, a Word or EPUB file. This ensures that every child can find the version that suits their assistive technology. The extra effort involved remains minimal if the source document is set up correctly from the outset. I discuss what the underlying platform needs to look like in my guide to accessible learning platforms.
Making exams and class tests accessible
When it comes to examinations, accessibility is key to ensuring fairness. After all, a class test presented as an image-based PDF puts a blind child at a double disadvantage. They struggle with the format before they even get round to the task itself. An examination must therefore be provided in the same accessible format as the rest of the material. Otherwise, the mark reflects not their knowledge, but their struggle with the format.
Added to this is the legal entitlement. Under the principle of compensating for disadvantages, pupils with disabilities are entitled to appropriate conditions. This includes accessible worksheets, often extra time to complete tasks and, where necessary, a separate room. The key principle here is that it is the conditions that are adjusted, not the requirements.
In practical terms, this means planning ahead. Prepare the exam from the outset using the accessible source document, rather than distributing a scan at the last minute. This way, you’ll avoid a last-minute rush and ensure that every child is given the same fair chance.
Common errors in teaching materials
The same mistakes crop up time and again across a wide range of materials. These are the seven I see most often – and they can all be avoided:
- The scanned worksheet as a simple image with no actual text.
- Formulae as screenshots rather than as navigable MathML.
- Hand-written headings should only be in bold and large font, rather than using a style sheet.
- Images without alternative text, particularly in the case of diagrams and maps.
- Colour-coding alone, which excludes children who are colour-blind.
- Tables for layout purposes rather than just for actual data.
- Just one single format that doesn’t work with every device.
One thing stands out here. Almost no mistakes stem from malice. Rather, they arise from the assumption that all children see, hear and read equally well. It is precisely this assumption that excludes certain children. Those who question it gain insights that ensure no one is left behind.
The step that almost every teacher forgets
A single step prevents most mistakes. And hardly anyone knows about it.
Aus der Praxis – die eingebaute Barrierefreiheitsprüfung: Word und PowerPoint haben eine Barrierefreiheitsprüfung bereits eingebaut. Sie finden sie über das Menü „Überprüfen” als „Barrierefreiheit prüfen”. Ein Klick genügt, und das Programm listet fehlende Alternativtexte, eine unklare Lesereihenfolge und fehlende Überschriften auf – noch bevor Sie das PDF überhaupt erzeugen. Diese Prüfung ersetzt kein vollständiges Audit, fängt aber die häufigsten Fehler in Minuten ab. Genauso wertvoll ist der zweite Teil: Fragen Sie das betroffene Kind, welches Format mit seinen Hilfsmitteln am besten funktioniert. Denn ein blindes Kind, eine sehbeeinträchtigte Schülerin und ein Kind mit Lese-Rechtschreib-Schwäche brauchen unter Umständen ganz unterschiedliche Fassungen. Diese eine Frage spart Ihnen viel Raten und dem Kind viel Frust.
How to make your teaching materials truly accessible
The process begins with an assessment of your current situation and ends with usable material. A review of your documents using Access Read – which evaluates PDFs against the PDF/UA standards and highlights any weaknesses – will show you where you stand. This way, you’ll know which materials require further work. It gives you a clear, prioritised overview rather than a vague sense of where you are.
There’s a quick way to carry out the conversion itself. With Access Doc, you can convert even large volumes of documents into accessible PDFs – including text recognition, tags and suggested alternative text. Whilst other providers leave you with nothing more than an audit report, we guide you every step of the way – from analysis through to conversion and legally compliant verification via Access Ready. This turns a legal requirement into a verifiable standard that parents and school authorities can rely on.
| Approach | Provides | Suitable for the mass market | Evidence |
|---|---|---|---|
| Manual tagging | individual PDFs manually | no | no |
| Pure OCR software | Text, but no structure | in part | no |
| Access Doc (ifdb) | OCR, tags, reading order, alt text | yes | yes |
The difference lies in the follow-up. Others simply provide a tool and leave you to deal with your existing resources on your own. We, on the other hand, support you every step of the way – from assessment through adaptation to robust evidence. This transforms a pile of inaccessible worksheets into material that truly helps every child learn. And it turns ‘that should actually work’ into a proven ‘everyone in the class can take part’. This is precisely what accessible teaching materials aim to achieve: participation that is not merely promised, but proven.
Would you like to know exactly what digital accessibility entails in your sector? In 30 minutes, we’ll work with you to clarify the requirements and the next steps.
