Adapting Worship and Media for Persons who are Blind or Have Low Vision
A hands-on, practical checklist for making worship, print materials, meetings, and classrooms genuinely accessible to people who are blind or have low vision — covering everything from large-print bulletin specs and Braille sourcing to audio description, PowerPoint design, and sensory-friendly classroom setup. An essential companion to the "Braille, Audio, and Large Print Hymnals" resource.
Worship Materials:
● Have Braille copies of The United Methodist Hymnal and The Faith We Sing available. See "Braille, Audio, and Large Print Hymnals and Materials for Worship" [NEED DMC LINK] for sources. Remove pages for the songs to be sung that day and place into a notebook for individual use.
● Find a source (many are free) to transcribe the order of worship/bulletin into Braille, even or especially if the congregation follows the order of worship, responses, and songs on a screen at the front of the sanctuary.
● Prepare large print bulletins by enlarging the font to Arial 18 point (or using the office photocopier "Enlarge" feature and larger paper to achieve the equivalent of Arial 18 or 20 point font) size. confer with the members who need this service before you select the font size. See the resource "Large Print Guidelines" (link below) for more specific information.
● Use black ink on a white or nearly white background for best visual contrast. Use a bold sans serif font such as Arial.
● If the sanctuary lighting is low, consider offering a large print bulletin with words to the hymns in a 3-ring binder with a book light attached.
Communication in Worship
● Make sure the pastor, liturgist, and others conducting the service introduce themselves by name. This will help sighted visitors as well.
● Describe anything that is presented visually so that those who cannot see know what is being talked about, e.g. projected photos, objects shown during the children's time, etc. This is called "Audio Description."
● Read aloud any projected quotes or captions.
● In a litany or responsive reading, when possible read the congregational response first and have the congregation repeat the response after the speaker.
● Using the same words for the congregation's response for the entire litany is even more inclusive.
● Give verbal directions for congregational movement. Tell people when to stand and when to be seated, when to join in the singing, etc. rather than just using hand motions for this. Remind worshipers that they may remain seated, by saying "rise in body or spirit" or something similar.
● Invite persons who are blind or have low vision to help lead worship.
Media and Education:
● Offer the newsletter and other material from the church in alternate format, e.g. read and recorded on tape or CD, sent in digital format, etc. if requested.
● Provide large print handouts if requested or if the event is open to the public with no prior registration required; provide Braille handouts if requested.
● Read aloud anything written on a white board, flip chart, or smart board.
● When breaking into small groups, identify a "reader" in each group to read instructions and other assignments to those who can't see them.
● Offer the services of a note-taker when appropriate.
● When creating PowerPoint presentations, pick an easily read font and use a minimum 24-point font; use light text on a dark background or dark text on light, uncluttered background, and no more than 5-7 bullets per slide.
● Follow web accessibility standards, including the labeling of any photos or graphics with an "Alt-Text" description. Refer to "Web Accessibility" [NEED DMC LINK] for more information.
● Keep classroom layout consistent and alert the blind person to any changes made.
● During a session ensure that participants avoid creating tripping hazards, e.g. large handbags placed in the walking space, chairs not pushed back under the table.
● Incorporate interesting textures and shapes into children's classrooms to encourage exploration and movement. Avoid sharp corners and other hazards. Pick teaching materials that use high contrast on a simplified background, e.g. colorful felt characters on a black background.
● Plan an environment and curriculum that engages all of the senses.
● Provide good room and task lighting; avoid placing a leader or speaker directly in front of windows or other bright light which create a glare.
● Label supply shelves so everyone puts things back in the same place.
● Stock games that can be played by persons with low vision, e.g. raised dot dominoes, a tactile chess set with recessed squares and pegs under each piece.
● When choosing movies and videos, select those that are audio described — see appendix for more information on audio description.
Resources:
Learn about audio description through the American Council of the Blind, Audio Description Project [http://acb.org/adp/]
Large Print Guidelines - American Council of the Blind [https://www.acb.org/large-print-guidelines]
Sources for Braille label makers, games, and other products (be sure to have someone who reads Braille do any labeling)
Independent Living Aids [https://www.independentliving.com/category/VISION]
MaxiAids [https://www.maxiaids.com/category/vision-and-blind]