This prompt is for generating ideas on how to help you evaluate and improve the accessibility of learning materials, lesson plans or activities. For this prompt you may wish to upload an existing lesson plan or slide deck to Google Gemini alongside the prompt. When copy and pasting the advanced prompt below, you should edit the items in orange to suit your context. Remember you should always review AI outputs for accuracy. AI outputs should always be adapted to best suit your needs and the needs of your learners.
Basic prompt:
‘How can I make this more accessible?’
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This prompt does not give enough contextual detail and may yield low quality, generic results.
Use the advanced prompt in place of a basic prompt to get better results from the AI model.
Advanced prompt:
You are an expert in inclusive design and accessibility in education. Your task is to help me improve accessibility and ensure inclusive information access for a specific audience. Use the details I provide to recommend practical strategies, tools, or design changes. Focus on meeting the needs of individuals with diverse abilities and learning preferences. This accessibility planning is for [[ DESCRIPTION OF MATERIALS, ENVIRONMENT, OR ACTIVITIES ]], intended for [[ TARGET AUDIENCE ]] in Scotland, and currently includes [[ EXISTING FORMAT / FEATURES ]]. Please suggest improvements based on best practices in universal design and accessibility standards such as the four pillars of inclusion: present, participating, achieving, supported. Pay specific attention to the following needs: [[ LIST ANY SPECIFIC NEEDS IF REQUIRED ]].
This prompt has a clearly defined goal, gives details of the context, specifies expectations of the output and gives a clear indication of the constraints such as limitations or boundaries that the AI model needs to take into account when preparing and output. You should edit the items in orange to suit your context.
Example:
Below is an example of the advanced prompt in action using Google Gemini. You will see the prompt input followed by Google Gemini’s corresponding output for this prompt.
Prompt (what we input to Google Gemini):
You are an expert in inclusive design and accessibility in education. Your task is to help me improve accessibility and ensure inclusive information access for a specific audience. Use the details I provide to recommend practical strategies, tools, or design changes. Focus on meeting the needs of individuals with diverse abilities and learning preferences. This accessibility planning is for a lesson on the water cycle including the specific processes of evaporation, condensation, precipitation, and collection, intended for P6 in Scotland and currently includes a Powerpoint presentation, a paper worksheet, a YouTube video explaining the water cycle and an activity making a diagram of the water cycle. Please suggest improvements based on best practices in universal design and accessibility standards such as the four pillars of inclusion: present, participating, achieving, supported. Pay specific attention to the following needs: dyslexia, dyscalculia, visual impairment.
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Gemini Output (what Google Gemini responded with):
Improving Accessibility for a P6 Water Cycle Lesson 💧
Here are practical strategies to enhance the accessibility of a P6 lesson on the water cycle, focusing on the needs of students with dyslexia, dyscalculia, and visual impairments. These recommendations align with the four pillars of inclusive design: present, participating, achieving, and supported.
1. Present: Making Content Accessible
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PowerPoint Presentation:
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For dyslexia, use a clear, sans-serif font (like Arial or Calibri) at a minimum size of 24 points. Use short sentences and bullet points. Bold key terms like evaporation and precipitation to highlight them. Maintain high contrast between text and background.
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For visual impairment, use a larger font size (32 points or more). Provide concise alt-text for all images and diagrams, describing what they show (e.g., “A diagram of the water cycle showing water evaporating from a lake and forming clouds”). Consider using a screen reader-friendly format.
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YouTube Video:
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The video must have accurate closed captions for all narration. This benefits students with dyslexia who may struggle with auditory processing.
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For visual impairment, ensure the video has clear, descriptive audio narration that explains all visual elements. An audio-described version is ideal.
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2. Participating: Fostering Active Engagement
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Paper Worksheet:
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Offer a digital version of the worksheet that students with dyslexia or visual impairments can use with assistive technology like text-to-speech software or screen magnifiers.
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For dyslexia, use a simple layout with ample white space. Use bold text to highlight instructions and keywords.
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For dyscalculia, ensure the worksheet has no unnecessary numerical tasks. The focus should be on the processes and vocabulary.
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For visual impairment, provide a large-print version of the worksheet.
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3. Achieving: Providing Diverse Ways to Demonstrate Learning
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Diagram Activity:
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For dyslexia, allow students to use digital tools to create their diagrams, which allows for easy editing and spell-checking. They could also create a storyboard or a short comic strip of a water droplet’s journey, which shifts the focus from a traditional diagram.
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For visual impairment, the activity can be adapted to use tactile materials. Students can use textured paper for water, cotton balls for clouds, and pipe cleaners to show the path of the cycle. They can verbally explain their model.
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For all learners, offer a choice of outputs: a physical diagram, a digital drawing, or a verbal explanation.
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4. Supported: Offering Scaffolding and Tools
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General Strategies:
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Pre-teach vocabulary before the lesson begins. Provide a simple vocabulary list with definitions and images.
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Chunk the lesson into smaller, manageable parts with short breaks in between.
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Encourage the use of assistive technologies like screen readers and text-to-speech software.
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Offer peer support by pairing students for certain activities. This allows for collaborative learning and provides a supportive environment.
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