An automatically produced text contains unclear titles and images without description. I propose to verify its use by the recipients, not just the appearance on the teacher's screen.
In the example, a more consistent reading order makes the document more understandable. Accessibility requires skills and control, it does not arise automatically from generation.
The material must be able to be adapted to the present needs. Participation improves when the school also considers the format, language and reading tools used by students.