Yes<\/h2>\r\nDo you have the skills and knowledge to make your beliefs actionable? \u2610<\/span>\r\n\r\nNo is an acceptable, even expected, answer. This guide is designed to give you the skills to fulfill your intentions.\r\n\r\nNext, let\u2019s consider your workflow<\/a>.\r\n\r\nI'd like to learn more<\/summary>\"learners with disabilities do the unpaid legwork of finding their own accessible materials, and teaching educators and peers accessible digital practices.\" - Provocations: Who is being accommodated? - CanDARE<\/a>\r\n\r\n\u201cThis work seeks to problematize the excess labour inaccessible content imposes on some users.\u201d - Accessible Content (A11y Handbook)<\/a>\r\n\r\nWho impacted videos from Digital Accessibility On-demand<\/a>?\r\n\r\nDigital \u2260 accessible. \u201cSome digital texts have been saved in ways that render them completely illegible to screen reading and text-to-speech technology. Some can be read, but the heading structure is missing so the text can\u2019t be navigated by a learner. Imagine trying to find your place in a textbook mid-way through term when you can\u2019t visually flip to the page, and there isn\u2019t a way to navigate by chapters\u201d\r\n\r\n\u201chave to find or request an alternate version of the text, or they won\u2019t be able to read it.\" - Digitally Inaccessible Readings Take Extra Time and Extra Cognitive Load<\/a>\r\n\r\n<\/details>","rendered":"![\"\"](\"https:\/\/pressbooks.bccampus.ca\/langarasandbox\/wp-content\/uploads\/sites\/1885\/2024\/12\/Canals4-1-e1736191820352.png\")
<\/p>\n
Is it important that all learners are able to access the material you want them to learn? \u2610<\/span><\/p>\nDo you think it\u2019s valuable that learners have the agency to learn independently? \u2610<\/span><\/p>\nIs ensuring that all learners are included important in your classroom? \u2610<\/span><\/p>\nYes<\/h2>\n
Do you have the skills and knowledge to make your beliefs actionable? \u2610<\/span><\/p>\nNo is an acceptable, even expected, answer. This guide is designed to give you the skills to fulfill your intentions.<\/p>\n
Next, let\u2019s consider your workflow<\/a>.<\/p>\n\nI’d like to learn more<\/summary>\n“learners with disabilities do the unpaid legwork of finding their own accessible materials, and teaching educators and peers accessible digital practices.” – Provocations: Who is being accommodated? – CanDARE<\/a><\/p>\n\u201cThis work seeks to problematize the excess labour inaccessible content imposes on some users.\u201d – Accessible Content (A11y Handbook)<\/a><\/p>\n
I'd like to learn more<\/summary>\"learners with disabilities do the unpaid legwork of finding their own accessible materials, and teaching educators and peers accessible digital practices.\" - Provocations: Who is being accommodated? - CanDARE<\/a>\r\n\r\n\u201cThis work seeks to problematize the excess labour inaccessible content imposes on some users.\u201d - Accessible Content (A11y Handbook)<\/a>\r\n\r\nWho impacted videos from Digital Accessibility On-demand<\/a>?\r\n\r\nDigital \u2260 accessible. \u201cSome digital texts have been saved in ways that render them completely illegible to screen reading and text-to-speech technology. Some can be read, but the heading structure is missing so the text can\u2019t be navigated by a learner. Imagine trying to find your place in a textbook mid-way through term when you can\u2019t visually flip to the page, and there isn\u2019t a way to navigate by chapters\u201d\r\n\r\n\u201chave to find or request an alternate version of the text, or they won\u2019t be able to read it.\" - Digitally Inaccessible Readings Take Extra Time and Extra Cognitive Load<\/a>\r\n\r\n<\/details>","rendered":"<\/p>\n
Is it important that all learners are able to access the material you want them to learn? \u2610<\/span><\/p>\nDo you think it\u2019s valuable that learners have the agency to learn independently? \u2610<\/span><\/p>\nIs ensuring that all learners are included important in your classroom? \u2610<\/span><\/p>\nYes<\/h2>\n
Do you have the skills and knowledge to make your beliefs actionable? \u2610<\/span><\/p>\nNo is an acceptable, even expected, answer. This guide is designed to give you the skills to fulfill your intentions.<\/p>\n
Next, let\u2019s consider your workflow<\/a>.<\/p>\n\nI’d like to learn more<\/summary>\n“learners with disabilities do the unpaid legwork of finding their own accessible materials, and teaching educators and peers accessible digital practices.” – Provocations: Who is being accommodated? – CanDARE<\/a><\/p>\n\u201cThis work seeks to problematize the excess labour inaccessible content imposes on some users.\u201d – Accessible Content (A11y Handbook)<\/a><\/p>\n
<\/p>\nDo you think it\u2019s valuable that learners have the agency to learn independently? \u2610<\/span><\/p>\n Is ensuring that all learners are included important in your classroom? \u2610<\/span><\/p>\n Do you have the skills and knowledge to make your beliefs actionable? \u2610<\/span><\/p>\n No is an acceptable, even expected, answer. This guide is designed to give you the skills to fulfill your intentions.<\/p>\n Next, let\u2019s consider your workflow<\/a>.<\/p>\n “learners with disabilities do the unpaid legwork of finding their own accessible materials, and teaching educators and peers accessible digital practices.” – Provocations: Who is being accommodated? – CanDARE<\/a><\/p>\n \u201cThis work seeks to problematize the excess labour inaccessible content imposes on some users.\u201d – Accessible Content (A11y Handbook)<\/a><\/p>\nYes<\/h2>\n
I’d like to learn more<\/summary>\n