成年人深夜福利在线观看

If a complaint is made, the appropriate federal agency starts an audit process that includes assessing whether proper structures are in place (personnel & policies/procedures that most people follow) for accessibility. The federal government is also running random audits of universities, even without specific complaints. In either case, if the university is found to be out of compliance, a full audit will be conducted and a remediation plan required, which will be closely monitored over time. If progress isn鈥檛 made, the matter will be referred for litigation, which may involve a monetary penalty. 

• Review the new rule and guidelines. 
• Attend CITL workshops on accessibility in course design or watch previous recordings within our archive. 
• Audit your course materials to create a list of what changes are needed. Keep in mind this includes class emails, course handouts, course syllabi, and all materials within your course on D2L iLearn. NOTE: At a minimum, all courses must have the course syllabus, course schedule, and grades updated within D2L/iLearn in accordance with university policy 223. 
• Book a course consultation with your college/school's instructional designer to review the materials discovered during your course audit and discuss any items you may have overlooked or need to consider. 
• Maintain your course accessibility each semester by ensuring updates to course materials continue to meet accessibility requirements. 

The CITL is available to provide support for faculty in the development, design, and maintenance of course materials, including improving the accessibility of your course. The Accessible Education Center provides supports for student accommodations and assisting faculty with alternative delivery options for course materials. 

YuJa Panorama provides a course report on the accessibility of your course content within D2L/iLearn. These course reports outline the overall accessibility of the course as well as individual content information and can be shared with Department Chairs, School Directors, and Deans to assist in the review of course materials to ensure accessibility. To learn more about accessing these reports and how to see your course score, visit the Panorama webpage. 

Faculty will continue to be responsible for maintaining the accessibility of their courses in alignment with WCAG 2.1 guidelines or any future guidelines established. 

YuJa Media is an all-in-one video experience to securely create, manage, discover, collaborate, and live stream video content across any device. It provides closed captioning as well. 

YuJa Panorama is the digital accessibility tool within D2L iLearn that provides alternative formats for students for course content and helps instructors improve the accessibility of their courses. 

Today, most actively used textbooks are available in an accessible format for students who have already bought the inaccessible version. If that textbook is provided along with other course materials, teaching faculty should check with the publisher to access the accessible format of the book. When selecting textbooks for a class, teaching faculty should ensure that multiple versions are available, or that the single version of the text is an accessible version.

If you are a student and encounter course materials that are not accessible, the Accessible Education Center (AEC), will work with you to document accommodations and get you the tools that you need.

Ultimately, it is up to the instructor to make sure all course content is accessible. 成年人深夜福利在线观看 Tech offers multiple resources to support instructors in making these modifications to their learning materials; from training to accessibility checkers to consultations. You can also contact the textbook publisher to see if an accessible version is now available. 

For OERs, the answer will depend on how the resource is provided. For resources that are locally hosted on university servers or open sourced - it is the responsibility of the teaching faculty, product management, or document owner. Software resources fall under the vendor's responsibility.

It is best not to adopt add-on material(s) for your course if you have doubts about its accessibility. Sometimes reaching out to the publisher with questions can help you decide. Quite a few major publishers have invested in staff who can knowledgeably answer accessibility questions about their products.

In accordance with WCAG 2.1, all course materials that are digital must be available in an accessible format, this includes LMS materials (D2L/iLearn), PDFs, PowerPoints, videos, podcasts, images, emails, third party apps, and more. 

It is recommended, that all course content is available in a digital format to ensure students who may require accommodation have access to the course materials. 

Digitizing handwritten notes is the most common way to make handwritten notes accessible. Be sure to add alternative text to any sketches. Digital file(s) can be distributed in word, HTML, or updated and accessible PDF format with tagging. 

Printed course materials such as handouts, worksheets, exams, lab instructions, printed readings must be available in accessible formats if a student with a disability is enrolled. 
What should faculty do:

• Keep an accessible digital version of print handouts (Word or tagged PDF). 
• Be ready to provide large-print or Braille versions through the Accessible Education Center (AEC).  Please note, when notified by the AEC of a student request, the earlier you provide them with a copy of your course materials, the better. 

The best way to edit a PDF is to edit the document in the original format (Word, Excel, PowerPoint, etc.). If this is not possible, you can tag your PDF using Panorama or Adobe. Learn more about editing your documents here. 

For real-time instruction such as lectures, class discussions, seminars, faculty do not have to caption every class live, but if a student requires real-time access (e.g., CART captioning or interpreters), the AEC arranges accommodations. 

What faculty should do: 

• Use microphones when available so assistive tech can connect. 
• Face students when speaking for lip-reading. 
• Share lecture outlines or notes when possible. 
• Contact AEC immediately if notified of a student requiring live accommodations. 

In-class presentations will need to be accessible with regards to slides shown on screen, videos played in class, live demonstrations. Content shown digitally must meet accessibility standards. Live presentations may require accommodations if a student requests them. 

What faculty should do: 

• Caption any videos shown in class. 
• Use high-contrast slides with alt text on images. 
• Provide slide decks to students in advance so assistive technology can be used. 
• Work with AEC to arrange interpreters or captioners for live sessions if needed. 

For in-class activities and labs such as group projects, polling, science labs, hands-on demonstrations, activities must be designed so that all students can participate. 

What faculty should do: 

• Use accessible polling tools or provide an alternate method for participation. 
• Provide lab instructions in accessible digital formats. 
• Make sure lab equipment is adjustable or that equivalent alternatives are available. 
• Check classroom space for mobility access (aisles, lab benches, group tables). 

For exams including online quizzes, printed exams, in-class tests, assessments must be accessible and equitable. 

What faculty should do: 

• Online quizzes must pass LMS accessibility checks (alt text, no timed-only visuals). 
• Printed exams should have accessible digital versions ready. 
• Work with AEC to provide extra time, assistive tech, or alternate formats when required.