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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)
7. A plan to support faculty in the creation of accessible course content.
7A. Overview
Administrative responsibility will be placed on the creator to make the materials accessible where tools and resources exist to do so. ITS, CTL and the Library will continue to provide training and support to faculty on why creating accessible content is required as well as specific tools and resources. Emphasis will be placed on self-service online resources supported by an effective communications plan. A combination of central and decentralized resources (staff/students) will be utilized. Demand for support is expected to grow as faculty awareness of accessibility requirements increases. Campus plans for training and support are dependent on understanding what resources will be provided by CSU.
7B. Procedures/Practices
Deliverables |
Status |
Initiation Date |
Completion Date (exp) |
Discussion |
The establishment of a plan to provide training and technical support (e.g. help desk, hands-on, and online resources) to assist faculty with authoring accessible instructional materials |
IP |
6/15/07 |
11/1/07 |
Some resources are already in place (e.g., help desk, hands-on and online resources). However, future plans are dependent on understanding what resources will be provided at a system-level vs. the campus-level, e.g., basic awareness training for faculty and staff |
The establishment of a plan to support faculty in selecting accessible off-campus instructional materials |
IP |
6/15/07 |
11/1/07 |
Same as above |
7C. Resources
What technical and financial resources will be utilized to implement these business procedures and academic practices? (Note: staff resources will be addressed in later sections)
Individual and group consultation, hands-on training and support, and Web-based tutorials for faculty on how to create/modify accessible content
Explore potential grants/release time for faculty, pool of trained students and/or contract for services to convert courses to accessible format
Provide opportunities for faculty to share experiences with other faculty, e.g., Center for Teaching and Learning
Develop checklist for faculty to help identify publishers of accessible content and products that exemplify best practices for universal design
License online resources (e.g., lynda.com) to assist faculty and staff in learning how to create accessible websites and documents
Mandatory online training to ensure everyone has a basic understanding of accessibility, preferably developed by CSU for use by all campuses
7D. Milestones/Measures of Success
Milestones |
Status |
Initiation Date |
Completion Date (exp) |
Discussion |
The implementation of a plan to provide technical support (e.g. help desk, hands-on, and online resources) to assist faculty with authoring accessible instructional materials |
IP |
11/1/07 |
Ongoing |
Faculty development, consultation and support are housed in a single location in the Library where ITS, CTL and Library staff can assist faculty. However, a more formal plan needs to be developed. |
The implementation of a plan to support faculty in selecting accessible off-campus instructional materials |
IP |
11/1/07 |
Ongoing |
|
Baseline Measures |
Response |
Discussion |
The number of faculty who have received training on authoring, evaluating, and remedying instructional materials |
TBD |
Since self-service, online support is critical to this effort, this may not be a useful measure of success. A more useful measure may be how many faculty were |
The number of faculty who have received training on selecting accessible off-campus instructional materials |
TBD |
Same as above |
7E. Exemptions/Equally-Effective Access
If a student who requires instructional materials in an alternate format enrolls in a section or course that has been granted an exemption from accessible authoring procedures, how will the campus ensure that this student has equally-effective access to this material?
Disability Resource Center will work with the student and faculty to provide appropriate accommodations based on course requirements.