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Making audio-visual material and websites more inclusive
Students with learning disabilities such as dyslexia and cognitive processing difficulties, as well as those with visual impairment, may have trouble reading printed text.
Similarly, students who do not have English as their first language may also struggle with understanding written content, particularly if the writing is grammatically and lexically dense.
These same groups of students may also have difficulties in following the content of lectures, the progress of tutorials and understanding instructions and questions.
You can help both students with learning disabilities and students without disabilities to understand your lectures and tutorials by planning carefully, having clear objectives and using clear English to communicate your ideas, instructions and questions. Good formatting and presentation is also important in making your message understood.
Taking these actions can also reduce the risk of misunderstanding.
The following resources have useful information regarding creating accessible documents including PDFs, PowerPoint and accessible web pages.
Creating more accessible documents (This site also gives good examples of what to do/not do.) http://hightech.redwoods.edu/accessibility/ 
Publishing in formats other than HTML: http://www.monash.edu.au/staff/web/content/formats.html
Monash guidelines on PDF files and accessibility:
(http://www.its.monash.edu.au/staff/web/slideshows/accessibility-pdfformat/summaryindex.html )
Word documents and accessibility:(http://www.its.monash.edu.au/staff/web/slideshows/accessibility-word/ )
Making media objects accessible - creating captions and audio
descriptions with MAGpie: (http://www.its.monash.edu.au/staff/web/slideshows/magpie.html )
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