Five Steps to Integrate Digital Accessibility in STEM Curricula

Introduction:

Digital accessibility is imperative for those with disabilities to access, interact with, and benefit from educational content. In STEM (Science, Technology, Engineering, and Mathematics) disciplines, where content often includes complex images, graphs, equations, and interactive elements, ensuring accessibility requires particular attention. This guide provides best practices for incorporating digital accessibility into STEM-based college curriculums.

1. Accessible Complex Images 

Complex images in STEM, such as diagrams, charts, and graphs, play a critical role in conveying information. If you are unsure of what type of image to include alt text, visit this decision tree on making images accessible. To make these accessible:

  • Provide Descriptive Alt Text:
    • Include concise descriptions of the image’s purpose.
    • For detailed images, provide a summary of key information.
  • Use Long Descriptions:
    • When alt text is insufficient, provide detailed descriptions in text below the image or in a linked document.
    • Tools like the “longdesc” attribute in HTML can help.
  • Label Key Elements:
    • Ensure all axes, data points, and critical components are labeled clearly.
    • Avoid relying solely on color to differentiate elements (e.g., use patterns or shapes).
  • Accessible Data Tables:
    • Include corresponding data tables for graphs, allowing screen reader users to explore underlying data.

2. Accessible Math and Scientific Equations 

Mathematical content often poses challenges for accessibility, but the following strategies can improve inclusivity:

  • Use MathML:
    • MathML (Mathematical Markup Language) integrates with screen readers, enabling accessible equation navigation.
  • LaTeX-to-Accessible Formats:
    • Use tools like MathJax to render LaTeX equations into accessible formats for web-based platforms.
  • Provide Text Descriptions:
    • Include plain-text explanations of equations and their significance alongside the mathematical notation.
  • Structured Navigation:
    • Structure equations to allow screen readers to navigate components hierarchically.
    • For example, breaking down this LaTeX inline equation $E=mc^2 will give E=mc^2 

4. Inclusive Document and Presentation Practices 

For course materials such as lecture slides and handouts:

  • Use Structured Headings:
    • Organize content with clear headings and subheadings to facilitate navigation.
  • Descriptive Links:
    • Use meaningful link text (e.g., "View graph of molecular structure" instead of "Click here").
  • Accessible PDFs:
    • Use OCR (Optical Character Recognition) for scanned documents.
    • Tag PDFs for screen reader compatibility.
      • We are conducting an RFP for a PDF tool to help faculty with creating accessible PDFs.

5. Captioning and Transcripts for Multimedia Video lectures and interactive tutorials often contain critical STEM content. 

  • Captions:
    • Provide synchronized captions for all videos, including descriptions of mathematical or visual content.
      • We have a contract with 3Play Media for STEM-based captioning needs, or the DIY route is using Studio in Canvas, making sure to edit the auto-generated captions.
  • Audio Descriptions:
    • Audio descriptions provide a spoken narration of essential visual content in multimedia, ensuring accessibility for individuals who are blind or have low vision.
  • Transcripts:
    • Include detailed transcripts that describe visual and auditory elements in addition to spoken content.

Data Visualization Resources:

Conclusion 

Embedding accessibility into STEM-based college curricula fosters an inclusive learning environment, empowering all students to succeed. By addressing the unique challenges of complex images, equations, and interactive content, educators can ensure equitable access to STEM education.

For further assistance or resources, contact the ITS Digital Accessibility Team at digitalaccess@iastate.edu.