My intervention will focus on developing and restructuring accessibility guidelines for the embroidery software used in our workshop. While this has been a concern for some time, undertaking the PG-Cert has provided me with the space, framework, and reflective tools needed to address it more effectively.
This proposal is closely tied to my daily practice within the workshop. Over the past few years, we have developed guidelines to help students prepare files for printing and embroidery. Although these guidelines have been valuable, they rely heavily on one-to-one instruction during workshop inductions. Increasing student numbers and limited time have made it challenging to provide consistent, thorough support—especially for students who require additional time or alternative learning formats. By creating clear, accessible, and well-structured guidance in both print and digital formats, I aim to have a more inclusive and equitable learning environment.
In their 2013 study, Bacon and Bennett explore how the lived experiences of dyslexic students influence their decision to study art. Their findings show that students often view art education as a space where they can express themselves and reframe dyslexia as a strength rather than a deficit. Participants emphasized that engaging in creative and hands-on work supported the development of a positive identity as dyslexic individuals, highlighting the importance of visual, practical learning environments in their academic success.
Given this, the availability of accessible resources is vital. I anticipate that the re-formatted guidelines will not only to support neurodivergent students, but for those for whom English is not a first language, students who feel anxious about using new technology, and anyone who would appreciate a clear, supportive resource to refer to after a session.
The guidelines I will develop will be grounded in principles of inclusive design and accessibility, ensuring they are user-friendly, equitable, and responsive to diverse needs. Key considerations will include:
- Left-aligning text, using wide margins, and setting line spacing to 1.5 for improved readability.
- Writing short sentences (10–15 words) for clarity.
- Incorporating relevant images and software screenshots, positioned to the left of the text.
- Setting a minimum font size of 14pt, using Helvetica or another sans-serif font.
- Avoiding italics, underlining, and decorative fonts; instead, using bold, clear headings.
- Printing on cream or off-white paper; offering a pastel background option for digital versions.
These guidelines align with recommendations from:
- Dyslexic.com
- GOV.UK Accessible Communication Formats
- NHS England’s guidance on making information accessible for neurodivergent people
Images of the document:
Bacon, A.M. and Bennett, S. (2012). Dyslexia in Higher Education: the decision to study art. European Journal of Special Needs Education, 28(1), pp.19–32. doi:https://doi.org/10.1080/08856257.2012.742748.
Dyslexic.com (2017). Quick Guide to Making Your Content Accessible – Dyslexic.com. [online] dyslexic.com. Available at: https://www.dyslexic.com/quick-guide-making-content-accessible/ [Accessed 27 June 2025].
GOV.UK (2021). Accessible Communication Formats. [online] GOV.UK. Available at: https://www.gov.uk/government/publications/inclusive-communication/accessible-communication-formats [Accessed 27 June 2025].
Leeds Autism AIM (2021). Making information accessible for neurodivergent people. [online] Available at: https://www.wypartnership.co.uk/application/files/3716/4735/6437/making-information-accessible-for-neurodivergent-people-final-v2-20.04.21.pdf [Accessed 27 June 2025].
University of the Arts London (2025) Equality, Diversity and Inclusion Annual Report 2024. London: University of the Arts London. Available at: https://www.arts.ac.uk/__data/assets/pdf_file/0022/480901/EDI-annual-report-2024.pdf [Accessed 27 June 2025].