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In-Person Presentations

A Guide for Making In-Person Presentations Accessible

Created by the Aims Center for Professional Development

At Aims Community College, accessibility is at the heart of universal learning. To comply with Colorado HB21-1110 and the federal Americans with Disabilities Act Title II, Aims aligns digital accessibility planning and efforts with the W3C Web Content Accessibility Guidelines 2.1 (WCAG), as required by these laws. Read more about these laws and standards. 

We encourage presenters to design in-person sessions that are engaging, supportive, and accessible to everyone. 

Before Your In-Person Presentation

  • Use high-contrast visuals (minimum contrast ratio 4.5:1)
  • Limit slide text using the 6x6 rule (no more than six words per like and bullet points per slide).
  • Do not rely on color alone to convey meaning.
  • Provide alt text for digital images and plan to describe visuals out loud.
  • Minimize distracting animations or flashing images.
  • Share accessible handouts (large-print, digital) at least 48 hours in advance.
  • Include an accommodation statement: “If you need accommodations, please contact [email/phone].”
  • Check the room layout: clear paths, accessible seating (front and back), wheelchair-accessible podiums/tables, and assistive listening devices.
  • Test microphone, AV equipment, and lighting to avoid glare on screens.
  • Share the agenda and objectives with participants, including timing and transitions.
  • Have backup copies of handouts in both print and digital formats in case of technology issues.

Sample Accessibility Statement for Presenters

“Aims is committed to universal learning. If you need accommodations at any point during this session, please let me know or contact the Center for Professional Development at cpd@aims.edu or (970) 339-6552.”

During Your In-Person Presentation

  • Use sans-serif fonts (Arial, Calibri, Verdana, etc.); body text 24pt+, headings 32pt+.
  • Always use a microphone, even in small rooms.
  • Speak clearly, at a steady pace, and pause regularly to allow participants processing time.
  • Verbally describe visuals, videos and charts.
  • Repeat audience questions/comments into the microphone.
  • Allow multiple ways to participate (verbal, written non-verbal).
  • Use plain language and avoid jargon, acronyms or ableist terms.
  • Check in periodically with participants: “Is my pace working for everyone?”
  • Design small-group activities thoughtfully: allow opt-outs, offer flexible roles and support different participation styles.
  • Provide directions or maps in accessible formats.
  • Build in breaks or offer quiet spaces for neurodiverse participants.
  • Provide multiple ways to ask questions (index cards, sticky notes or digital tools for anonymous input). Recognize that not everyone may be comfortable speaking out loud in a group.
  • Chunk presentations into smaller sections, use consistent slide layouts to reduce reorientation, and provide a summary or “key takeaways” slide at the end.

After Your In-Person Presentation

  • Share materials electronically in accessible formats (tagged PDFs, accessible Word documents).
  • Provide transcripts or captioned recordings if applicable.
  • Offer alternate formats (audio, Braille, large-print) upon request.
  • Ensure all follow-up emails use accessible formatting and descriptive links.
  • Reiterate how participants can follow up for accommodations or questions and share contact information on the final slide.

A Quick In-Person Presentation Checklist

  • ___ High-contrast visuals, large fonts (24pt+/32pt+)
  • ___ No color-only meaning; visuals described out loud
  • ___ Microphone used at all times with clear audio
  • ___ Accessible handouts provided in advance (print/digital)
  • ___ Room arranged for clear paths, accessible seating and lighting
  • ___ Audience questions repeated into microphone
  • ___ Inclusive, plain language (no jargon or ableist terms)
  • ___ Small-group activities designed for multiple participation styles
  • ___ Agenda, timing and transitions announced clearly
  • ___ Breaks/quiet spaces available for neurodiverse participants
  • ___ Multiple ways to ask questions (verbal, written or anonymous)
  • ___ Session chunked with summary/“key takeaways” slide
  • ___ Final slide includes follow-up resources and accommodation contacts
  • ___ Have backup materials ready if technology fails