This theme sounds difficult.

That’s why we’ll begin with something very simple.

Accessibility begins with people. Think about those who’ll be using the soundscapes you recorded: teachers and your students. Some of them might have disabilities, like hearing or vision loss, cognitive disabilities, SLDs or face literacy difficulties. Some of them might use supporting technologies like screen readers when navigating digital devices (computers, smartphones) or hearing aids. Some of them might be sensitive to certain sounds. How to address their needs?

 

High-quality soundscape

In the previous lesson, you learned about the recording of the soundscapes. You already know that the equipment you use impacts the final recording quality. And the quality of the soundscape is one of the crucial features for accessibility.

Let’s see how Tom, a preschool teacher, prepares his soundscapes and makes them more accessible for other teachers and his students.

 

We hope Tom’s example made it clearer to you how to take your first steps towards digital accessibility for soundscapes. We strongly encourage you to follow his example. Your work may contribute to someone’s inclusion.

 

Key outcomes

  • Accessibility begins with people — consider diverse needs before sharing soundscapes.
  • A 20-decibel difference between main and background sounds is the accessibility minimum.
  • For classroom use, MP3 or MP4 is enough; use WAV when better quality is needed.
  • Give files and links meaningful names — screen reader users depend on them.
  • Do an annual accessibility check using automated tools and a real screen reader user.

 

Resources 

Footnotes

Bibliography

Sounds used:

  • Sound Effect by Dany_photo from Pixabay
  • Sound Effect by freesound_community from Pixabay
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