Accessible presentations

This page contains tips on preparing and delivering accessible presentations and workshops.

Booking a New Zealand Sign Language interpreter

Consider how many New Zealand Sign Language (NZSL) interpreters you require. If a meeting goes longer than 1.5 hours or requires technically complicated signing, you will need 2 interpreters who can take turns. It is best to discuss this with the interpreting agency.
It can be difficult to book NZSL interpreters as there is a shortage. Book in advance – especially if you need trilingual interpreters (Te Reo–English–New Zealand Sign Language).
Send any written material and presentations/slideshows to the interpreters ahead of time.
Discuss with them the speed at which presenters should speak, and whether they will need to pause to allow interpreters to swap over.
If an NZSL interpreter is not available – or you wish to engage with Deaf participants who do not use NZSL – consider using an electronic note-taker/live captioning to transcribe the discussion in real time. This will transfer your material on to a data show or computer screen which participants can read.
Ensure there is enough light on the NZSL interpreter, so participants can clearly see both the interpreter’s hand movements as well as their lips.

Find out the specific needs of your audience when planning a presentation, so you can prepare accessible materials.
When using a PowerPoint or overhead presentation, keep sentences short and easy to read. Limit key ideas to 4 per slide.
View your presentation from the back of the venue to make sure it is legible and readable, and the text/background colours aren't hard to read.
If you can, send presentations or documents ahead of time. Share them electronically or in large print format with anyone who has a vision impairment and with any meeting assistants.

Read presentations in full, and describe images, diagrams, graphs, and tables. Do not tell the whole room that this is for the benefit of people who are blind or have a vision impairment.
If you are going to use videos in presentations, consider inserting captions or video clips of NZSL interpreters.
Where possible, do not have presenters stand in front of windows or with a lot of light behind them. Lighting may obstruct some people’s ability to pick up on visual cues and other non-verbal messages, such as gestures. It also restricts communication with people who depend on lip-reading.

The first time you speak, give a brief visual description of yourself.
Next time you speak, say “[your name] speaking/here/ko [your name] ahau” so that blind or low vision people know who is speaking.
Speak clearly and at a steady pace. If you are addressing a Deaf/Turi Māori person look at them rather than the NZSL interpreter.
At times, you may need to conduct conversation and presentations at a slightly slower pace, to enable all participants time to have their say.
When explaining instructions and emergency procedures, use descriptive language. For example, say “to my left” instead of “over there” so everyone knows exactly where to go.
When asking for audience comments, have someone ready to take a microphone to participants. Make sure NZSL interpreters also have a microphone. You may need more than one microphone for the group.
Let people know when it’s their turn to speak. This is especially helpful for blind or low vision participants.
Avoid using acronyms and say all names in full (unless all the audience know the acronym).

Consider using a hearing loop. Test it before the event to ensure it is functioning. Always use a microphone when a hearing loop is in use and say your name before speaking. People using hearing loops often cannot differentiate between voices over the loop, as all voices tend to sound mechanical.
Deafblind people use a variety of communication strategies, depending on the nature and extent of their vision and hearing impairment/loss, including modified sign language and tactile signing. Appropriate lighting is important. Discuss communication options with participants and contact Deafblind New Zealand for advice.
If you are conducting a meeting, provide an agenda, and try to keep to the agenda topics in the order they are listed. This will be helpful for people with learning/intellectual disabilities.
Be prepared to offer to have a minute-taker. When conducting surveys or asking for feedback, consider using a reader/writer for people who have short-term memory loss and for those with learning/intellectual disabilities.