This article is the last in a series of six articles about accessibility issues in e-learning.

Media files such as video, audio and screencasts can be an interesting and engaging way to learn about things.  They provide an alternative to text and allow people to understand things in a different way.  However some disabled students have difficulties seeing and/or hearing media files, which mean there are accessibility issues to think about when using them.

Why is this an issue?

Some students, such as those with visual or hearing impairments, will not be able to fully engage with different types of media and will prefer text.  However for students with some disabilities, such as dyslexia, media can be a more effective way of engaging with learning materials than lots of text.  This means that it is not a clear-cut choice between the two options.

What can you do?

The best solution is to provide alternatives where possible, especially where the use of media is a requirement for key learning activities or assessments. Alternative choices allow students to choose the format or activity that best meets their needs and preferences.

If you are returning feedback in a media-based format such as audio, please ensure that all of your students will be able to engage with this format and provide equivalent alternative formats for those that cannot (such as standard written feedback). The NUS recommends giving all students a choice in how they receive feedback, as they may have preferences in terms of how they best learn which can be met through personalised feedback formats.

Subtitled (by Jamison Wieser)

One option when using videos or audio files is to provide a direct text-based alternative such as subtitles and a transcript.  This has benefits for non-disabled students as well, as they can search the transcript and will have an accurate record of quotes to reference.  Note that Disabled Student Support offers a subtitling service (for a fee) for any media that you need subtitled.