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Instructional Materials Accessibility Plan - DRAFT
California Polytechnic State University, San Luis ObispoJune 15, 2007
This is a DRAFT plan subject to change based on review and input by campus constituents
IMAP-SLO-061507-DRAFT
PDF Version of the Plan
Table of Contents
- A process for timely adoption of textbooks by faculty
- A process for identification of textbooks for late-hire faculty
- A process for early identification of students with disabilities who require instructional materials to be provided in an alternate format
- A strategy to increase use of the campus LMS for delivering technology-enabled courses, and for posting syllabi and instructional materials online for traditional face-to-face and hybrid and blended courses
- A process to incorporate accessibility requirements in the purchase of digital or multimedia instructional materials (captions on videos, for example)
- A method to incorporate accessibility (where required) in the educational policy addressing course development and delivery
- A plan to support faculty in the creation of accessible course content
- A communication process and training plan to educate students, staff, and faculty about the campus Instructional Materials Accessibility Plan
- An evaluation of the overall effectiveness of the campus IMAP
- Identification of all campus personnel involved in implementing or overseeing the campus IMAP
- Chronological listing of all IMAP deliverables (policies, timelines, milestones)
6. A method to incorporate accessibility (where required) in the educational policy addressing course development and delivery
6A. Overview
Note: This item addresses policies and procedures that exist, need to exist, or need to be modified in order to integrate equally effective access to instructional materials into the general body of educational policy, procedure and practice.
Academic Programs and the Academic Senate Curriculum Committee will be asked to recommend new and/or changes to existing policies and practices to ensure that accessibility is incorporated into the course development, review and approval process. DRC, ITS, CTL and the Library will continue to advise individual faculty and departments regarding the requirement through existing communication and training programs.
6B. Procedures/Practices
Procedures & Practices |
Status |
Initiation Date |
Completion Date (exp) |
Discussion |
The identification of all relevant curricular and course policies for which accessibility language should be incorporated |
IP |
6/15/07 |
11/1/07 |
Academic Policies: |
6C. Resources
What processes (e.g. formation of committees, time allocations at leadership meetings, formal retreats) and resources will be utilized to develop and implement these business procedures and academic practices?
Academic Senate Curriculum Committee and Academic Programs Office will propose changes to policies and Curriculum Handbook for full Academic Senate review and approval; Center for Teaching and Learning will incorporate accessibility in faculty development efforts; VP/CIO will hold regular updates/discussions with Computing Advisory Committees, Executive Staff, Department Chair, Academic Dean meetings/retreats
Further development will be addressed in the communication plan as policies are modified.
6D. Milestones/Measures of Success
Milestone |
Status |
Initiation Date |
Completion |
Discussion |
The incorporation of accessibility language in all relevant curricular and course policies which supports the goal of equally effective access to instructional materials |
IP |
6/15/07 |
6/1/08 |
Policies and practices must be amended to ensure that new courses for Fall Quarter 2008 are accessible. Curriculum Handbook and other resources will be updated accordingly by September 1, 2008. |
Listing of specific curricular and course policies impacted: |
IP |
6/15/07 |
11/1/07 |
http://www.academicprograms.calpoly.edu/academicpolicies/index.html |
6E. Exemptions/Equally-Effective Access
Note: It is recognized that some types of instructional materials may not be readily made accessible or would require a fundamental alteration to the manner in which they are taught. If this occurs, how will the campus provide this student with equally-effective access to this material?
Accommodations will be provided whenever direct access cannot be achieved. Examples include: visual describer, reader, printouts, etc. Administrative responsibility will be placed on the creator to make the materials accessible where tools and resources exist to do so.