Cómo hacer que los materiales de lectura sean más accesibles para estudiantes

In today’s classrooms and remote learning settings, making reading materials accessible is more than a legal or technical requirement, it is a matter of equity. For students who are blind or visually impaired, accessible reading materials open doors to learning, independence, and participation alongside their peers.

In this post, we explore proven strategies, tools, and mindset shifts that teachers, caregivers, technologists, and families can use to ensure that learning materials are truly accessible.

Understanding Accessible Reading Materials

When we talk about accessible reading materials, we mean texts and related visual content adapted or created so that students with visual impairments can read and understand them as independently as possible. This includes formats such as Braille, large print, digital text (e-text), audio, and tactile graphics.

Accessible Instructional Materials (AIM, also called Accessible Educational Materials or AEM) are designed or converted so they can be used across diverse learning needs. The choice of format depends on each student’s needs (for example, whether they read Braille, have residual vision, or prefer audio).

A good first step is a Learning Media Assessment (LMA), which helps determine the student’s best media (visual, tactile, auditory).

Why Accessibility Matters

Accessible reading materials are not a “nice to have”, they are essential for inclusion, and academic success. Without them, students with visual impairments often lag behind peers in content access, comprehension, and participation.

Here are some key reasons:

• Equity in access: When materials are inaccessible, students must wait weeks for alternate formats, losing critical learning time.
• Independence: Students can engage directly with materials instead of always relying on assistants or sighted peers.
• Better outcomes: Accessible formats reduce fatigue and frustration, allowing more energy for actual learning.
• Universal benefit: Many accessibility practices (clear headings, alt text, good contrast) also help learners without vision impairment.

Understanding this “why” helps motivate adoption of accessible practices in classrooms, schools, and content publishing.

Best Practices for Text-Based Material

Below are practical steps you can apply when creating or adapting reading materials:

• Use clear structural headings (H1, H2, H3) so that screen readers (software that reads text aloud) can navigate.
• Keep paragraphs short (2–4 sentences) to reduce cognitive load.
• Avoid multi-column layout or text embedded in images.
• In documents, use built-in style headings (rather than manual font size) so accessibility metadata is preserved. 
• Provide alt text / image descriptions for images and diagrams. If a visual has text within it, include that text in the surrounding document.
• Use high contrast between text and background, and a legible sans serif font (e.g. Arial, Verdana). 
• Use line spacing (1.5–2.0) and avoid cramped layouts.
• Include a table of contents or page numbers to help navigation. 
• When converting to PDF or web format, run an accessibility checker to find missing alt-text, poor contrast, or structural issues. 

These practices form the foundation. Next, we will look at format options (Braille, audio, etc.) and how to incorporate them.

Format Options: Braille, Large Print, Digital, and Audio

Each student will benefit from different formats depending on their needs and preferences. Here’s an overview:

• Braille

  Blind students or those with little usable vision often use Braille. Refreshable Braille displays (hardware devices) allow connection to digital texts. Braille also supports spelling, punctuation, and higher literacy skills better than audio alone. 
  

  

• Large Print

  For students with residual vision, large print (e.g. 16–18 pt or bigger) in high contrast and clear fonts helps reduce strain. 

• Digital Text / E-text

  Digital formats (e.g. EPUB, accessible PDF, HTML) can be resized, read aloud by screen readers, and navigated by headings or links.

• Audio / DAISY or other smart audio formats
  
  DAISY (Digital Accessible Information System) allows rich navigation (chapter, page, search) in audio books or materials. Audio is especially useful for long texts, but ideally paired with literacy instruction.

• Tactile Graphics and Accessible Diagrams

  Visuals (charts, graphs, maps) should be accompanied by tactile versions or detailed voice descriptions. New tools and research (e.g. TADA for node-link visuals) are emerging. 
  
  

  

Often the best solution is dual media for example, offering both Braille and audio, so the student can choose or switch. 

Workflow: How to Plan and Deliver Accessible Materials

To ensure accessibility is not an afterthought, you can follow a clear workflow:

1. Collect materials early: Ask for course texts, worksheets, slides in advance so they can be adapted. 
2. Determine the student’s preferred format(s): Use a Learning Media Assessment (LMA) to guide this. 
3. Convert or produce materials: Use tools or services (e.g. RoboBraille) to convert documents into Braille, audio, tagged PDF, etc. 
4. Check accessibility: Use accessibility checkers (in Word, Adobe Acrobat, or web tools) to find missing alt text, headings, or contrast problems. 
5. Distribute in usable forms: Provide multiple formats (Braille, audio, e-text) so students can choose what works best.
6. Teach navigation: Show the student how to use screen readers, bookmarking, navigation by headings, etc.
7. Seek feedback: Ask the student what is working and what needs improvement. Adjust accordingly.

This workflow encourages proactive planning, rather than scrambling at the last minute. It also supports Universal Design for Instruction, designing learning for all students from the start. 

Tools and Technologies That Help

Here are useful tools that can speed up accessibility:

• RoboBraille: an online (web or email) service to convert documents into Braille, mp3, e-text formats. 
• Accessibility checkers in Microsoft Word, Adobe Acrobat, or other platforms help catch missing alt text, poor contrast, or structural problems.
  
  
  
• Assistive technologies like screen readers (JAWS, NVDA, VoiceOver), refreshable Braille displays, magnification software, and text-to-speech engines support students in accessing digital text. 
• AI and research tools
  • Research new systems like Audemy, an AI-powered audio learning platform for blind students, which offers responsive, personalized audio learning. 
  • Tools like TADA make diagrams accessible through touch plus audio interaction. 
• Authoring tools with accessibility features, platforms like Google Docs, Word with styles, and educational platforms with built-in accessibility support simplify creation of accessible content.
• SpeechLabel, a smart tool that uses voice commands and audio labels to make printed or digital materials easier to navigate for visually impaired readers. Learn more in Accessible Reading an in depth guide.
  
  
  

These tools make the process easier, but they do not replace thoughtful design or user feedback.

Challenges, Myths, and How to Overcome Them

Even well-intentioned educators or authors sometimes encounter obstacles or misconceptions. Here are common ones and how to address them:

• Myth: Digital = Accessible:
  Just because a file is digital does not mean it is accessible, many digital files lack alt text, proper structure, or tagging. 

• Time and cost concerns:
  Converting materials can take time, especially for complex works (math, diagrams). Planning early and using conversion tools help mitigate this.

• Reluctance to use Braille or tactile content:
  Some believe audio is enough, but relying only on audio can limit literacy development. Braille remains vital for many learners. 

• Ignoring feedback:
  Without involving the student, you may miss usability problems. Always test materials with actual users and revise.

• Overlooking diagrams or graphs:
  These often get ignored in conversion. Use tactile graphics or detailed descriptions consistently.

By facing these challenges head-on and viewing accessibility as essential rather than optional, educators can deliver richer, more inclusive materials. Read our in depth guide about accessible reading.

Bringing It All Together: Sample Scenario

Imagine a high school science teacher preparing materials for a student named Maya who is blind. The teacher:

1. Requests textbook and chapter PDFs six weeks before the course begins.
2. Conducts a Learning Media Assessment with Maya, finding she prefers Braille for text and audio for lectures.
3. Uses RoboBraille to convert lecture slides into accessible formats, and hires a transcriber to produce tactile versions of key diagrams.
4. Runs an accessibility checker on the digital materials, adds alt text, correct headings, and ensures good contrast.
5. Provides both a Braille version of the text and an audio version via DAISY files.
6. Schedules a session with Maya to teach navigation via her screen reader and refreshable Braille display.

As the course runs, the teacher gathers Maya’s feedback, makes adjustments, and ensures she can keep up with her peers.

No external link here.

Final Thoughts and Next Steps

Making reading materials accessible is not a one-time act but an ongoing commitment to inclusion. By combining good design practices, thoughtful format choices, and feedback loops, we can ensure students who are blind or visually impaired have equitable access to education.

Next steps for your situation might include auditing your current materials for accessibility, scheduling an LMA with a specialist, or piloting dual media formats (Braille + audio) in one class. Over time, your workflows will smooth out, and accessibility becomes part of your standard practice rather than extra work.

FAQ

What formats should I provide to students with visual impairments?

You should aim to provide Braille, large print, digital accessible text, audio (e.g. DAISY), and tactile graphics or descriptions, depending on student needs.

How does a Learning Media Assessment (LMA) help?

An LMA helps determine which formats (visual, tactile, auditory) a student can use most effectively, guiding choices for accessible materials.

Is audio enough for literacy?

Audio is useful, but not sufficient alone; Braille or tactile reading supports spelling, punctuation, and deeper literacy skills.

What tools can simplify conversion to accessible formats?

Tools like RoboBraille, built-in accessibility checkers (Word, Acrobat), and accessible authoring platforms help automate parts of conversion.

How can I make diagrams or charts accessible?

You can use tactile graphics, provide detailed verbal descriptions, or interactive tools like TADA to represent diagrams in accessible ways.