For both in-person and online events:

• Arrive early to review access features, travel routes, and accommodations. This is true for in-person and remote events.  Often there are unexpected and last-minute barriers to accessibility (e.g. locked doors, boxes stacked in hallways, chairs setup too close, microphones with dead batteries, questions about technology or links).
• Communicate about event accessibility in multiple ways (i.e. printed signs, verbally in opening remarks).
• Let attendees know who they can reach out to with access questions during the event. Even the most careful planning cannot anticipate every situation!
• Be aware of the event's purpose. Is it interactive? Is it a presentation or performance?
• Not everyone is comfortable speaking in front of a group. Create more than one way for people to ask questions or provide input. Consider arriving early and staying late for 1-1 conversations.
• When important decisions are being made, provide ample time for all participants to review information and ask questions before the decision time.

• Accessible presentation guideline resources are available online. Several are highlighted in the resource section of this document.
• Prepare accessible materials and presentation slides.
• Designate someone to monitor accommodations during presentation.
• Speak slowly and clearly. Avoid rushing even if you feel nervous or short on time.
• Face the audience because some people read lips and facial cues.
• Use a microphone even if you think your voice is loud.
• If there is an interpreter, wait for them to be ready before beginning.
• Not everyone can identify who is speaking. State your name before speaking. Ask attendees to introduce themselves before speaking as well. This practice aids in clarity for transcripts.
• Give your audience a clear outline or agenda. Provide this information in more than one way (i.e. in writing, spoken aloud).
• If there are opportunities to ask questions or interact, let people know how and when that will happen. Ask people to speak one at a time and wait for the microphone before they start speaking.
• Not everyone accesses chat boxes or other digital features. For interaction in digital spaces, invite participants to use the chat box, electronic raised and, or video/audio engagement.
• Spell out all acronyms.
• Ensure text and images (i.e. photos, graphics, charts) are large enough to be viewed by those who access information visually.
• Often less is more.  Slides are for key points, not presenter notes.
• If you present any text, read it for the audience. Avoid directions such as: “I’ll let you read this while I talk about…”
• Recognize that too many words present a barrier for some participants.
• Describe any images, figures, charts, or other visuals that provide important information.
• Make sure all videos are captioned. Avoid computer generated auto captions as these can be inaccurate and lack punctuation.