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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)
8. A communication process and training plan to educate students, staff, and faculty about the campus Instructional Materials Accessibility Plan.
8A. Overview
Notes: The eventual goal is that all members of the campus community who produce, assign, deliver or receive instructional materials shall be informed of their roles and responsibilities regarding equally effective access to course materials for persons with disabilities. Moreover, individuals with roles or responsibilities in this enterprise shall receive appropriate training so that they can fulfill their roles and responsibilities.
The campus communication and training plan will address all three priorities of the ATI: Web Accessibility, Instructional Materials, Procurement. The plan includes a consolidated accessibility Web site with links to training and support, periodic emails to the campus as a whole, regular emails to select audiences about specific requirements and processes such as textbook ordering, open forums on specific topics that anyone can attend, general and targeted articles in campus publications, hands-on and self-service training and support, and presentations to campus constituent groups and committees, including the Academic Senate. As much as possible, a train-the-trainer approach will be utilized due to limited central resources. Also, any opportunities for consolidated CSU training and support will be used to supplement campus training efforts.
8B. Procedures/Practices
Deliverable |
Status |
Initiation Date |
Completion Date (exp) |
Discussion |
The development of a communication plan to inform students, faculty and staff of their roles/responsibilities regarding the provision of equally-effective access to instructional materials |
IP |
6/15/07 |
Ongoing |
The plan will consist of regular use of email, notices, open forums, meetings and other opportunities to inform the campus community about this effort |
The identification of how often these communications will take place in the academic calendar |
IP |
|
|
This will be incorporated into the plan |
Note: Describe the specific training that the campus will provide for all stakeholders that are involved in providing accessible instructional materials.
Description of Training |
Audience: Faculty (FAC), Staff (STF), or Student (STDT); Specify dept/division |
Plans to Provide (Y/N) |
Frequency (e.g. quarterly) |
Discussion (including modality e.g. in-person, online) |
Textbook adoption for assigned and unassigned course sections |
Faculty, Department Chairs, Textbook Coordinators |
Y |
Quarterly |
Email notices and reminders |
Creating accessible print-based instructional materials |
Faculty, Staff, Student Assistant Pool |
Y |
Quarterly |
Email notices and reminders |
Distributing accessible print-based instructional materials via LMS/Web |
Faculty, TAs, Staff, Student Assistant Pool |
Y |
Quarterly |
Online tutorials and documentation |
Creating accessible multimedia instructional materials |
Faculty, TAs, Staff, Student Assistant Pool |
Y |
Quarterly |
Online tutorials and documentation, In-person training/support (one-on-one, workshops), Email notices |
Procuring accessible multi-media instructional materials |
Faculty, Staff, Department Chairs |
Y |
Quarterly to start, then Annually |
Online tutorials and documentation |
Requesting instructional materials in alternate format |
Student |
Y |
Once on intake, then as needed |
In-person training/support by DRC |
Use of assistive hardware and software necessary for access |
Student |
Y |
As needed |
In-person training/support by DRC |
Other: TBD |
|
|
|
|
How will those overseeing the implementation of these procedures be kept informed of campus progress toward meeting IMAP goals?
DACC and the VP/CIO will receive regular reports on every aspect of this plan from the various groups involved, e.g., textbook orders, training sessions, etc. DACC and the VP/CIO will in turn report regularly to campus constituent groups on progress towards compliance.
DACC and the VP/CIO will prepare annual progress reports for submission to campus administration and CSU Chancellor’s Office.
Surveys will be conducted of students serviced by the Disability Resource Center to assess satisfaction with existing processes.
8C. Resources
What campus communications channels (e.g. publications, governance bodies, policy retreats, professional development events, etc.) will be used to coordinate and support the dissemination of information about the IMAP? (Note: campuses may adapt their responses to meet campus need)
Communication Content |
Communication Channels (Frequency) |
Responsible Party |
Discussion |
Timely adoption of textbooks by faculty (including late hires and use of publishers who support use of accessible content) |
Quarterly messages to faculty/deans |
Provost & VP/CIO
DACC & VP/CIO |
|
Increased use of the campus LMS for posting accessible content |
Quarterly messages to faculty/deans |
Provost & VP/CIO Provost & VP/CIO CTL, ITS |
|
Incorporating accessibility requirements in purchase of digital or multimedia instructional materials |
Quarterly messages to faculty/deans |
Provost & VP/CIO Provost & VP/CIO C&PS & ITS |
|
Incorporating accessibility (where required) in course development and delivery policies and procedures |
Messages to faculty, deans and department chairs/heads |
Provost & VP/CIO |
|
Training/support for faculty to create accessible course content. |
Quarterly messages to faculty/staff |
DACC & VP/CIO |
|
Which individuals and offices have responsibility for staff development, faculty development, and non-academic student training? Who among this group will have responsibility for training for the Instructional Materials Accessibility Plan?
Faculty Development: Center for Teaching and Learning
Staff Development: Human Resources. Auxiliary organizations (Associated Students, Inc., Cal Poly Corporation) have their own HR offices.
Non-Academic Student Training: Individual units are responsible for training and supporting students on any services they provide
Overall responsibility for IMAP compliance rests with DACC and ITS (VP/CIO). Training will be a shared responsibility between multiple entities.
8D. Milestones/Measures of Success
All faculty, staff and students involved in production, assignment or delivery of instructional materials shall be informed as to their roles and responsibilities regarding equally effective access to instructional materials. This process should be completed by 2010-2011 along with an ongoing communications mechanism for new members of the campus community.
Training programs shall exist for all faculty members, staff and students involved in production, assignment or delivery of instructional materials that prepare them to satisfy their roles and responsibilities regarding equally effective access to instructional materials. This process should be completed by academic year 2011-2012 along with an ongoing training mechanism for new members of the campus community.
How will the campus monitor and evaluate the success of its training and communications actions for the Instructional Materials Accessibility Plan?
Cal Poly supports development of a CSU-wide mandatory introductory online training program for at minimum all faculty and staff on accessibility issues. In addition, new faculty and staff would be informed of accessibility requirements through orientation programs, handbooks and workshops. The measures outlined in this plan will be used. Other mechanisms will be determined in consultation with Academic Personnel, Center for Teaching and Learning, Academic Senate and other faculty advisory groups as the plan is further developed and implemented.