Accessibility of instructional materials for students with print disabilities?

• A. Provide only printed textbooks.
• B. Provide alternative formats (large print, braille, digital text with text-to-speech) and accessible digital materials.
• C. Only rely on teacher read-aloud.
• D. Limit digital text to avoid complexity.

Answer: (B)

Access for students with print disabilities means making instructional materials available in formats that can be accessed independently and effectively, not just in one printed form. This includes large print, braille, and digital text that works with text-to-speech or screen readers, as well as other accessible digital materials with proper tagging and structure. When materials are only provided as printed textbooks, students who cannot use print—due to visual impairment, dyslexia, or other disabilities—lose access. Relying solely on a teacher reading aloud places the burden on the teacher and doesn’t give students the same opportunity to interact with the text, annotate, or study independently. Limiting digital text to avoid complexity actually reduces access, because well-designed digital formats can be made highly usable with assistive technologies. Providing a range of accessible formats supports inclusive learning and helps every student engage with the content.