Built-in Success: Designing Accessible Classrooms for All
Words by Mary Long, CENMAC
Remove the stress of asking
When students have to request adjustments for themselves, it can draw attention to their differences and add to feelings of social anxiety. A more inclusive approach is to make helpful tools visible, available and routinely used by everyone, so AT becomes part of everyday learning rather than something that sets an individual student apart. The following suggestions can help schools normalise AT as part of everyday teaching and learning, rather than treating it as an add-on for individual students.
Normalise text-to-speech tools. Provide text-to-speech software on all school computers so no individual student is singled out. Teachers can model this during whole-class teaching as a quick, practical way to access written information, read instructions aloud and support independent learning.
Caption all video content. Switch on captions for the whole class and check automated captions for accuracy, so they can support deaf students, autistic students, English language learners and anyone who benefits from seeing spoken information in text.
Provide digital notes in advance. Share slide decks and lesson outlines ahead of time, so students can prepare materials in the format that works best for them, including screen readers, magnification tools or mind-mapping software.
Offer flexible seating options. Create a variety of workspace options, such as standing desks and quiet corners, available to everyone without requiring a formal request.
Reduce barriers to written expression
When the physical demands of reading or writing are exhausting, students’ knowledge and understanding may not be fully reflected in their work. I have worked with many young people whose spoken ideas are far richer than the work they manage to produce in writing.
Standardise speech-to-text software. Teach the whole class how to use voice typing tools to reduce the impact of physical fatigue and dysgraphia-related barriers. For speech-to-text to become an effective way of recording ideas, students need explicit teaching in how to use it well.
Adopt accessible font standards. Use clear, sans-serif fonts like Arial or OpenDyslexic on all learning materials and ensure strong colour contrast between text and background. For online reading, introduce tools such as line focus, guided pacing or enhanced text display, and teach students how to turn these features on and off independently.
Provide flexible ways to demonstrate learning. Offer students different ways to demonstrate their understanding, such as audio recordings, video presentations or mind maps, rather than making traditional written answers the only route to success.
Audit digital learning platforms. Check that your school's Virtual Learning Environment (VLE) is fully navigable by keyboard shortcuts and screen readers.
Make routines and transitions more predictable
When routines are unpredictable and spaces feel chaotic, students may use up valuable energy before learning even begins.
Display consistent visual schedules. Use clear icons, colour-coding and predictable layouts to help students anticipate changes and move more confidently between subjects.
Set up charging zones. Establish functional docking stations where speech-generating AAC devices, tablets or laptops can charge without disrupting movement around the room.
Create quiet sensory spaces. Designate a specific, low-stimulus area in the classroom where any overwhelmed student can reset for five minutes.
Plan exam access technology early. Check scanning pens, digital access arrangements and modified papers against JCQ requirements at the start of term to reduce the risk of last-minute assessment stress.
Designing accessibility into the classroom from the start benefits everyone. When AT, flexible routines and inclusive teaching approaches are made available as ordinary parts of school life, students do not have to spend energy explaining what they need or managing unnecessary barriers. Instead, they can use that energy for learning, participation and confidence. Built-in accessibility is not an extra layer of support; it is good teaching, thoughtful planning and a powerful way for every learner to experience success.