How to Make Presentations More Accessible for Neurodivergent Learners (the Cut-Curb Effect)
By Jennifer KempThe Curb-Cut Effect is a powerful yet simple idea; when we design for people with disabilities, the outcome is better for everyone. There are many examples of this in everyday life, including ramps (the cut-curb), closed captions, subtitles, automatic doors and audiobooks.
As a presenter on neurodivergent topics, who is often presenting to professionals who are Autistic or ADHDers themselves, I expect that my participants may have specific sensory needs and need to move their bodies to stay focused. They are also more likely to have a range of other disabilities, such as dyslexia, blindness, and auditory processing difficulties.
So, as I prepare every presentation, I think about how I can overcome potential barriers to learning. Below, I list some simple ways you can adapt your presentations to better support learning for neurodivergent learners, ultimately benefiting all learners. This is a starting point, not an exhaustive list.
I’ll admit, it can take longer to prepare training that considers different needs and facilitates effective learning for everyone, but it’s well worth the effort.
Clear Communication
- Use clear language based on the literal meaning of the words (semantics) for all key concepts.
- Provide concise slides with the key points alongside verbal delivery.
- When using metaphors, follow with explicit explanations.
- Use rich, descriptive language in visualisations (helpful for aphantasia).
- Share slides in advance or, if not possible, at the start.
- Use diagrams/models to structure verbal information.
Predictability
- Make the structure and timing of the training clear from the start.
- Provide clear signposts when transitioning between topics.
- Provide start, break, and finish times.
- Tell people how long each activity will take—and stick to it. Use a timer to stay on time.
- Start and finish at agreed times. This applies to breaks, too.
Sensory Processing
Visual
- Use high contrast colour schemes; black on white or white on black is best. Pastels are cute, but not as accessible.
- Avoid cluttered slides, too much text, long quotes, flashing images, and animations.
- When showing complex models, “build” them progressively on the screen.
- Minimum 24pt sans-serif font (e.g. Calibri) for main written points. Smaller sub-points are acceptable depending on where your presentation will be (in-person or online).
- Provide extra processing time for graphs and data, or (ideally) avoid data and provide the key learning point.
- Avoid skipping through slides quickly when you are running out of time. Instead, if you have an opportunity, review your slides in a break and hide any that you won’t have time to complete. (When presenting online, consider briefly unsharing your slides, hiding any you can’t cover or skipping ahead, then resharing.)
Proprioceptive/Interoceptive
- Provide explicit permission to move around, fidget, doodle, or do anything that helps them feel comfortable.
- Allow people to sit comfortably where they like (floor, near exits, at the back, etc.).
- Don’t assume that people who aren’t looking directly at you are not listening. (Unless they are asleep, then increase the energy in your presentation, or make an excuse to have everyone move their bodies.)
Auditory/Verbal
- Only ask one question requiring a response at a time.
- Allow processing time for answers. Use a silent timer to provide two minutes of processing time before opening up a discussion.
- Use a lapel microphone to maintain consistent audio levels.
- Raise your hand or use a small bell to end small group conversations. Praise your learners when they stop—this is always hard to do!
Reducing Social Demands
- Provide clear instructions for activities.
- Make all activities, particularly small group exercises, optional.
- Provide an alternative way to engage with the content alone.
- Do not require all learners to speak in the larger group (e.g. by going around the room). This should always be optional.
- Never call on people randomly.
- Avoid “ice breakers” games. Engage learners in a discussion-based activity that is related to the topic early in your presentation to “break the ice.”
- Avoid activities that require direct eye contact or any kind of physical touch.
- Allow people to work with whoever they want when they are working in pairs or trios.
These changes can make learning easier and more comfortable for everyone, which is exactly what the Curb-Cut Effect is about. If you have any other suggestions about how to make my presentations more accessible, I’d be keen to hear it.
