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Contents: Electronic communication aids. Electronic communication aids featuring speech synthesis software can be used to support communication. Electronic Communication Aids People with speech and language impairments can use electronic communication aids. Th...

Contents: Format template, subheadings, headings within activities, numbering of headings.  4.1 Format template Headings are created in the text editor using format templates. For example: "Heading 3 (h3)". There is only one h1 heading. Further information Wha...

Contents: Recommendations for action. Give students plenty of time to formulate what they want to say and remain patient until they have finished speaking. Do not interrupt the person you are speaking to and do not finish their sentences for them. Avoid well-m...

General Information on Speech and Language Impairments University of Rostock. (n.d.). Speech and language impairments. Retrieved in April 2023, from https://www.uni-rostock.de/university/diversity-and-equality/inclusive-university/methods-for-inclusive-teachin...

Contents: Definition, types of impairment, causes. The term ‘deafblindness’ is used to describe a condition where impairments of both hearing and sight are present simultaneously and reinforce one another. This does not necessarily involve the complete loss of...

Contents: URLs in the body text, links to programmes, opening links. 5.1 URLs in the body text URLs do not appear in plain text within the body of the text. Instead, hyperlinks are inserted, clearly labelled and easy to understand. Further information What doe...

Contents: Potential barriers, requirements, forms of communication and support, conclusion. People with deafblindness may encounter a wide range of barriers that affect their activities and participation. Many of these barriers arise from a lack of environment...

Contents: Overview, tactile sign language, Lorm, reference objects and picture cards. There are various forms of communication for people with deafblindness and hearing and visual impairments, including (tactile) sign language, Lorm, or reference objects and p...

Content: Alternative text, complex images, information-bearing elements, text graphics, animations. 6.1 Alternative text Images include a short, concise alternative text (max. 125 characters). Images with no substantive meaning are marked as decorative.  Furth...

Contents: Recommendations for action. People with deafblindness often rely on touch to be sure that the person they are interacting with is paying attention. Allow the student sufficient time to respond – the person you are interacting with may have a differen...

Potential Barriers and User Requirements Deutscher Blinden- und Sehbehindertenverband e. V. (DSBV). (o. D.). Verschiedene Kommunikationsformen für Taubblinde. Abgerufen am 20. Februar 2023, von https://www.dbsv.org/verschiedene-kommunikationsformen-f%C3%BCr-ta...

Content: Uploaded videos, subtitles, audio description, meaningful titles, transcripts, longer audio recordings. 7.1 Uploaded videos Uploaded videos can be switched on and off and do not play automatically.  Further information What does that mean? In Moodle, ...

Contents: Labelling of the material, accessibility of the material. 9.1 Labelling of the materials The materials provided in the course are clearly labelled and their format is specified (e.g. ‘PDF’). Further information What does that mean? All course materia...

SHUFFLE – Hochschulinitiative digitale Barrierefreiheit für Alle & ZAB – Zentrale Anlaufstelle Barrierefrei. (2025). Moodle-Kurse barriererfrei gestalten. (Published under a CC BY 4.0 licence). Retrieved on 19 February 2026, from https://openmoodle.uni-bielefe...

Contents: Table settings, headers, merged cells, meaningful captions, complex tables. 8.1 Table settings Tables are created using the editor’s table settings. If tables are copied from other documents, their table characteristics are checked. Further informati...