C. What the Teacher Should Do

Produce all materials as structured, accessible, screen-reader-compatible documents by default — not adapted only on request once a problem has already occurred. 

Add meaningful alt text to any image, chart, or diagram used in teaching materials. 

Check that exam papers will be produced in an accessible format well before the assessment date, not the week of the exam itself. 

Describe diagrams, charts, and any visual content aloud rather than saying 'as you can see here' and moving on. 

Avoid relying on pointing or gesture alone to reference something on screen or on a board. 

Ask, rather than assume, before offering physical guidance around the room. 

Confirm agreed adjustments have actually reached everyone responsible for delivering an assessment, not just recorded on a file that an invigilator may never see. 

Ask the student directly what support genuinely helps, rather than defaulting to a standard equipment list. 

Provide a written or audio description of any visual content shared during the session, for later reference.