Presentations are a powerful tool in higher education used to convey ideas, guide discussions, and support student learning. But if they aren’t designed with accessibility in mind, they can unintentionally exclude students with disabilities. Under Title II of the Americans with Disabilities Act (ADA), public institutions are required to ensure that all digital content—including presentations—is accessible to everyone. This article explores key accessibility challenges, especially with non-linear presentation formats, and offers guidance to help faculty and instructional designers create ADA-compliant materials.
Linear vs. non-linear presentations
A non-linear presentation doesn’t follow a straight path from Slide 1 to Slide 2 to Slide 3. Instead, it allows users to jump around, zoom in and out, or explore topics in any order—like navigating an interactive map or canvas.The difference between a linear and non-linear presentation comes down to how the content is organized and navigated:
Linear presentation
- Follows a set order: Slide 1 → Slide 2 → Slide 3, and so on.
- Designed for step-by-step delivery: Ideal for lectures, storytelling, or structured lessons.
- Easy to follow: Especially helpful for screen readers and keyboard navigation.
- Examples: PowerPoint, Google Slides (when used in default slide order).
Non-linear presentation
- Flexible navigation: Users can jump between topics, zoom in/out, or explore in any order.
- Interactive and visual: Often uses animations, clickable paths, or spatial layouts.
- Can be harder to follow: Especially for users with disabilities or assistive technologies.
- Examples: Interactive maps, zooming canvases, branching slide decks.
While non-linear formats can be engaging, they often pose accessibility challenges—especially under ADA Title II requirements. That’s why many educators stick with linear formats or provide accessible alternatives.
Accessibility limitations of non-linear presentation tools
- Poor screen reader compatibility:Non-linear layouts and animations can confuse screen readers, making it hard for users with visual impairments to follow the content in a logical order.
- Inconsistent keyboard navigation:Interactive elements may not be fully accessible via keyboard alone, which is essential for users with motor disabilities. ADA Title II requires that all digital content be usable without a mouse.
- Lack of focus indicators: Without visible focus indicators, keyboard users can’t tell where they are on the screen—violating WCAG 2.4.7 standards and creating navigation barriers.
- Limited support for Alt Text and captions: Some tools offer alt text and screen reader labels, but these features may be inconsistent or hard to implement. Embedded videos often lack captions or transcripts, which are required for compliance.
- Complex visual layouts: Zooming interfaces and spatial navigation can be disorienting for users with cognitive disabilities and difficult to interpret with assistive technologies.
What faculty and instructional designers can do
- Choose presentation tools that support accessibility features like alt text, captions, and keyboard navigation.
- Use a linear format when possible, or provide an accessible alternative (e.g., a PDF version with clear headings and descriptions).
- Test your presentation with screen readers and keyboard-only navigation.
- Include transcripts for audio and video content.
- Avoid relying on animations or spatial layouts to convey essential information.
Final thoughts
Accessibility isn’t just a legal requirement—it’s a commitment to inclusive education. By understanding the limitations of non-linear presentation tools and applying best practices, faculty can ensure that all students have equal access to learning materials.