Accessible Board Work

By: Carmen Willings
teachingvisuallyimpaired.com
Updated November 22, 2025
Chalkboards, whiteboards, and interactive boards (e.g., SMART Boards, Promethean Boards) are commonly used in classrooms for instructional purposes. However, these tools can present significant barriers for students who are blind or have visual impairments. With intentional strategies and appropriate accommodation, board work can be made more accessible and inclusive.

​Verbalize All Written Content

Always say aloud everything that is written or displayed on the board, screen, or chart—exactly as it appears. While this practice benefits all learners, it is essential for students who are blind or have low vision.
  • Be specific and precise. Instead of saying, “this word,” say, “the word ‘photosynthesis’.” Avoid vague references like “over here” or “at the top,” unless paired with a clear description.
  • Describe all visuals thoroughly. When using charts, diagrams, maps, graphs, images, or math equations, provide a clear, accurate verbal description so the student receives the same information as their peers.
  • Maintain consistency. Make verbalizing visual information a routine part of instruction to ensure equitable access during lectures, discussions, group work, and demonstrations.
Providing rich, explicit verbal descriptions ensures students with visual impairments receive full and immediate access to instructional content.

Providing Accessible Copies of Notes

Note-taking can be challenging for many students with visual impairments because they have difficulty accessing fast-paced visual information. To ensure equitable access and meaningful engagement, consider the following supports:
  • Provide digital copies of notes in advance. Share slides, outlines, or lecture notes ahead of time so the student can access them using screen magnification, VoiceOver, screen readers, or other assistive technology on devices such as an iPad, iPhone, or laptop.
  • Provide materials early for braille production. If the student uses braille, give materials to the TVI in advance so they can be translated into braille or embossed as needed.
  • Customize note formats based on student preference and learning style
    Consider offering:
    • Full-text notes for students who benefit from complete access
    • Fill-in-the-blank templates to support active engagement during instruction
    • Step-by-step note layouts are especially useful for math, science labs, or technical subjects
  • Recognize individual preferences. Not all students want or need full copies of notes. Some may prefer more interactive or hands-on methods to stay engaged, while others may rely heavily on prepared notes to keep pace with instruction.
Providing flexible note-taking options ensures that students can access information efficiently while maintaining participation, independence, and engagement.

​Flexible Seating and Visual Access

Optimal seating for a student with a visual impairment is highly individualized and may change depending on the activity, lighting, and materials being used. To support effective access:
  • Allow the student to sit close to the board or display. Proximity can significantly improve clarity for students who benefit from reduced viewing distance.
  • Consider visual field needs. Students with restricted visual fields (e.g., tunnel vision or peripheral field loss) may require seating off to the side, at an angle, or further back to capture the full visual scene.
  • Provide flexible seating options. Instructional zones often shift during lessons. Students should be able to move seats as needed for demonstrations, group work, labs, or multimedia presentations.
  • Collaborate with the TVI and the student. Together, determine the most effective seating arrangements across settings. The student’s input is essential, as they often know what positioning gives them the best visual access.
Thoughtful seating supports comfort, independence, and equal access to classroom instruction.

Use of Low Vision Devices

If a student has been prescribed a monocular, binocular, or electronic magnifier, encourage appropriate use of these tools—but with thoughtful guidance:
  • Use for spot viewing. These devices are most effective for brief, targeted tasks such as viewing the board, reading signs, or checking details. They are not designed for continuous reading or extended note-taking, which can quickly lead to fatigue. That said, some students will prefer to use monoculars for note-taking. 
  • Partner with the TVI for training. The TVI will teach the student how to properly position, focus, and maintain the device. Instruction may include determining focal distance, stabilizing materials, or using the dominant eye for clearer viewing.
  • Promote independence while monitoring fatigue. Students should be encouraged to use their devices independently, but frequent switching between the board, the device, and notes can be visually demanding. Acknowledge the effort required and offer alternatives (digital notes, verbal repetition, or accessible materials) when tasks become cumbersome.
Using optical devices successfully requires practice, support, and flexibility—helping students build independence while minimizing frustration.

Using Technology to Access Board and Slide Content

Technology such as screen sharing or digital slide access can bring board content directly to the student’s device, allowing them to use magnification, contrast adjustments, or screen readers. This reduces the need for long-distance viewing and supports greater independence.
  • Screen-Sharing Apps (Zoom, Microsoft Teams, JoinMe, etc.): The teacher initiates a screen-sharing session on the computer connected to the interactive board or presentation software. The student joins the session using a smartphone, tablet, Chromebook, or laptop and enters the access code or meeting link. The student can now view board content in real time using their preferred accessibility tools, such as Zoom or magnification features, color contrast adjustments, VoiceOver, or screen reader access.  This method is especially helpful when using SMART Boards, Promethean Boards, PowerPoint, Google Slides, PearDeck, Nearpod, or other digital classroom tools.
  • Accessing Slides Through Learning Management Systems (LMS). Many teachers post materials in online platforms such as Google Classroom, Schoology, Canvas, Brightspace, or Microsoft Teams. Providing slides digitally allows students with visual impairments to access content independently and flexibly. To support access: upload slide decks (PowerPoint, Google Slides, PDFs) before class whenever possible. Ensure files are compatible with accessibility tools, including built-in screen readers, digital zoom features, reflow or text-wrapping options, and high-contrast or dark-mode settings. Encourage students to open slides on their personal device during instruction, zoom in on specific details or images, adjust background and text color for comfort, and use text-to-speech for reading aloud.  This method is ideal when lessons rely on visual components such as diagrams, charts, formulas, timelines, or graphic organizers. Students can also review slides after class, reducing the cognitive load of rapid visual scanning during instruction.
Screen sharing and digital slide access give students equitable, real-time access to visual content, reducing barriers and supporting independence, reducing visual fatigue, faster access to information, and greater participation during instruction. These digital access methods ensure students with visual impairments are not left behind when instruction relies heavily on visual boards or digital presentations.

​Create Accessible PowerPoint Presentations

Accessible digital presentations benefit all students and are essential for many with disabilities. Follow these best practices:
  1. Use built-in slide layouts to ensure screen reader compatibility.
  2. Choose simple, legible fonts such as Arial or Verdana.
  3. Use a minimum 24-point font size for clarity.
  4. Maintain high contrast between text and background (e.g., black on white or white on dark blue).
  5. Avoid animations or slide transitions, which can be distracting and inaccessible.
  6. Add alternative text to all visuals, including images, charts, and graphs.
  7. Use clear, descriptive slide titles to support navigation.
  8. Include descriptive hyperlink text (e.g., “Visit the NASA website” instead of “Click here”).
  9. Save presentations in a compatible format, such as PowerPoint 97–2004 (.ppt), which increases accessibility across platforms.

Summary: Key Takeaways

  • Board Work: Say all text aloud exactly as written.
  • Note-Taking: Provide accessible digital or braille notes in advance.
  • Seating: Allow flexible seating for optimal board visibility.
  • Low Vision Devices: Encourage prescribed tools for spot viewing, not continuous reading.
  • Screen Sharing: Use apps to mirror interactive boards to student devices.
  • PowerPoint Presentations: Follow accessibility guidelines for slides and visuals.

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