Education is designed to support learning, yet may unintentionally create barriers for participants. During our webinar, “Present Like Everyone Matters: 6 Strategies for Accessible Design,” we shared practical ways to make presentations more accessible and inclusive for a wide range of learners.
This article is a brief snapshot of the session; the full webinar provides additional practical tips and best practices that can be applied across educational settings. You can access the full webinar recording and resource guide through the Association for Nursing Professional Development (ANPD) Continuing Education Center.
Why Accessibility Matters in Education
Every learning audience includes individuals with diverse abilities, learning preferences, communication styles, cultural backgrounds, and access needs. Many of these needs may not be visible or disclosed. Research in learning sciences and universal design for learning suggests that when learners struggle to engage, the barrier is often rooted in the design of the learning environment rather than in learner motivation or capability (Zhang et al., 2024; Meyer, Rose, & Gordon, 2014).
Accessible design aligns with internationally recognized standards such as the Web Content Accessibility Guidelines (WCAG), which provide evidence-based guidance for making digital content perceivable, operable, understandable, and robust for all users (World Wide Web Consortium [W3C], 2023). For nursing professional development (NPD) practitioners, accessible educational design is supported by these standards from the Nursing Professional Development: Scope and Standards of Practice, which emphasize ethical practice, quality improvement, equitable learning environments, and effective communication (Harper & Maloney, 2022):
- Standard 3: Quality of Practice
- Standard 7: Ethics
- Standard 9: Respectful and Equitable Practice
- Standard 10: Communication (Competency 5)
These standards reinforce the responsibility of NPD practitioners to design and deliver education that is inclusive, equitable, and responsive to learner needs.
Accessible design is not about perfection. It is about making intentional choices that help more people engage, understand, and succeed. During the webinar, each of these strategies was modeled in real-time, allowing participants to experience the impact of accessible design from the learner perspective. Attendees were invited to observe how small design choices, such as slide contrast, verbal description of visuals, and flexible participation options, affected clarity, focus, and engagement. Many participants reported increased confidence in applying these techniques immediately in their own educational sessions, reinforcing that accessibility is both practical and achievable within everyday NPD practice.
Educational Design: 6 Practical Takeaways
1. Consider the Entire Audience
Plan for diverse learners from the start. Diverse learners may include individuals with sensory, cognitive, physical, or learning disabilities; multilingual learners; neurodivergent learners; individuals experiencing fatigue or cognitive overload; and those accessing content in different environments or on different devices. Use clear language, explain terms, and provide space for reflection or discussion so participants can process information at their own pace.
2. Ensure Slide Accessibility
Use high contrast color combinations, readable fonts, and larger font sizes to improve visibility and reduce cognitive effort. Slides that are difficult to read increase fatigue and distract learners from the content itself (Sweller, Ayres, & Kalyuga, 2019).
Add descriptions, often called alternative (alt) text, to images so learners using screen readers can access critical visual information. Without image descriptions, charts, diagrams, and graphics may be completely inaccessible to some participants (World Wide Web Consortium [W3C], 2023). Captions or transcripts for videos support not only learners who are deaf and hard of hearing, but also participants in noisy environments or those who benefit from reading while listening (CAST, 2018).
3. Test and Practice
Check slides, audio, and captioning before the session. Confirm that text is readable from a distance, color contrast remains clear when projected, and images display correctly. Test audio volume, microphone clarity, and caption accuracy to ensure learners can hear and follow the content. Practicing with the same technology setup helps identify barriers early and prevents last minute troubleshooting that can disrupt learning.
4. Share Materials in Advance
Providing agendas, slides, or handouts ahead of time allows learners to prepare, review content using their preferred tools, and engage more fully during the session (Rao & Meo, 2016).
5. Set an Inclusive Tone Early
The first few minutes of a session matter. Explain how participants can engage, such as speaking, using chat, reacting with icons, or submitting questions anonymously. Inform learners that captions are available and explain how to enable them. Encourage participants to take breaks, adjust their view, or step away as needed. Offering multiple participation options supports autonomy and reduces pressure to engage in a single “right” way (Knowles, Holton, & Swanson, 2020).
6. Avoid Ableist Language
Small language shifts make presentations more inclusive. For example, use “select” instead of “click,” or “you may notice” instead of phrases like “see below” that assume visual access. These changes enhance the inclusivity of education without changing the message.
These strategies do more than support learners with identified disabilities. They improve clarity, reduce cognitive load, and increase engagement for all participants. Clear visuals, flexible participation options, and inclusive language help learners focus on meaning rather than mechanics. For NPD practitioners, accessible design also reduces the need for individual accommodations and supports more efficient, sustainable education delivery.
Start Small and Build Consistency
Accessible presentation design is an extension of strong educational practice. You do not need to change everything at once. Choosing one or two strategies to apply in your next session can make a meaningful difference.
When we present like everyone matters, we create learning environments where more people can participate, engage, and succeed.
Disclaimer: The views and opinions expressed in this article are solely those of the contributor and do not necessarily reflect the official policy or position of ANPD.
References
Harper, M. G., & Maloney, P. (2022). Nursing professional development: Scope and standards of practice (4th ed.). Association for Nursing Professional Development.
CAST. (2018). Universal Design for Learning guidelines version 2.2. https://udlguidelines.cast.org
Knowles, M. S., Holton, E. F., & Swanson, R. A. (2020). The adult learner (9th ed.). Routledge.
Meyer, A., Rose, D. H., & Gordon, D. (2014). Universal Design for Learning: Theory and practice. CAST.
Rao, K., & Meo, G. (2016). Using Universal Design for Learning to design standards based lessons. SAGE Open, 6(4).
Sweller, J., Ayres, P., & Kalyuga, S. (2019). Cognitive load theory. Springer.
World Wide Web Consortium (W3C). (2023). Web Content Accessibility Guidelines (WCAG) 2.2. https://www.w3.org/WAI/standards-guidelines/wcag/
Zhang, Y., et al. (2024). Inclusive instructional design and learner engagement in professional education contexts. Journal of Learning Sciences, 33(2).
Kerri Crowley, MST, ALM, CPACC
Principal Instructional Designer, Children's Hospital of Philadelphia
Kerri Crowley MST, ALM, CPACC, is a principal instructional designer at Children's Hospital of Philadelphia (CHOP), where she develops inclusive, multi-modal learning experiences for healthcare professionals. Her approach to instructional design is grounded in more than a decade of experience as a high school educator, paired with advanced degrees in education and digital media design from Rowan University and Harvard University. Crowley is a certified professional in accessibility core competencies (CPACC), reflecting her expertise in accessibility and inclusive education. At CHOP, she leads enterprise-wide initiatives focused on digital accessibility, universal design, and advancing equity in healthcare learning environments. A frequent conference speaker, Crowley is known for translating complex accessibility standards into practical, learner-centered strategies, often incorporating emerging tools like AI to support inclusion. Outside of work, she enjoys making music, exercising, and spending time with loved ones.
Carolyn Witt, CPACC
Principal Instructional Designer, Children's Hospital of Philadelphia
Carolyn Witt, CPACC, a principal instructional designer at Children’s Hospital of Philadelphia, brings more than a decade of experience in educating learners of all ages to her work in accessible course design and professional development. A Penn State graduate with a degree in early childhood and adolescent education and a certified professional in accessibility core competencies (CPACC), Witt builds organizational processes and people-centered learning experiences that balance compliance, empathy, and engagement. Her collaborative approach ensures that accessibility is embedded into every stage of design, advancing equity and inclusion across the enterprise. Outside of work, Witt is a ZUMBA® fitness instructor, refinishes furniture, and enjoys spending time outdoors.