Accessibility for All: New Laws and Strategies for Diverse Learners

The number of students with disabilities in the United States is steadily increasing. According to the National Center for Education Statistics, in 2012, 11.3 percent of undergraduates reported some type of disability. The laws under Section 508 of the Rehabilitation Act regarding electronic and information technology (EIT) dictate changes that institutions must make to ensure accessibility for these students and the public at large. All individuals, including those with disabilities, must have the tools for a world-class education offering them opportunities for success as a student and in the workplace. Due to rapid changes in information technology, this presents challenges that may be compounded when a student must use adaptive technology or has a learning disability. While accessibility guidelines stipulate equal opportunity to the educational benefits afforded by instructional materials and technology, educators and librarians are often uncertain about the requirements for websites, documents (tests, class handouts, forms) and videos shown in class or posted online. During this interactive workshop, a librarian and Disability Support coordinator will share how they developed a training program for faculty and staff and will provide guidance for some of the most frequently asked questions about accessibility: What are the laws or guidelines? What are the requirements for instructional materials? Attendees will receive step-by step instructions to check existing materials for accessibility issues and create new materials that are ADA compliant

Learning Support English

This Grants Collection uses the grant-supported open textbook The Roadrunner\u27s Guide to English from Dalton State College: http://oer.galileo.usg.edu/english-textbooks/9 This Grants Collection for Learning Support English was created under a Round Three ALG Textbook Transformation Grant. Affordable Learning Georgia Grants Collections are intended to provide faculty with the frameworks to quickly implement or revise the same materials as a Textbook Transformation Grants team, along with the aims and lessons learned from project teams during the implementation process. Documents are in .pdf format, with a separate .docx (Word) version available for download. Each collection contains the following materials: Linked Syllabus Initial Proposal Final Reporthttps://oer.galileo.usg.edu/english-collections/1000/thumbnail.jp

Fundamentals of Speech

This Grants Collection uses the grant-supported open textbook Exploring Public Speaking from Dalton State College: http://oer.galileo.usg.edu/communication-textbooks/1/ This Grants Collection for Fundamentals of Speech was created under a Round Three ALG Textbook Transformation Grant. Affordable Learning Georgia Grants Collections are intended to provide faculty with the frameworks to quickly implement or revise the same materials as a Textbook Transformation Grants team, along with the aims and lessons learned from project teams during the implementation process. Documents are in .pdf format, with a separate .docx (Word) version available for download. Each collection contains the following materials: Linked Syllabus Initial Proposal Final Reporthttps://oer.galileo.usg.edu/communication-collections/1002/thumbnail.jp

Information Literacy and Access for the Blind/Visually Impaired

See presentation description

Embedding in an Introductory Literary Studies Course: A Faculty/Librarian Partnership

Abstract: In this workshop, attendees will actively participate through the use of online polling, pair/share questions, and discussion while learning about a collaborative effort between an English professor and librarian for an introductory Literary Studies course with an intensive research component. The Introduction to Literary Studies course is the first upper-level course English majors take and instructs students in literary criticism, literature review, and research of an original thesis. Because technology is continually evolving, the embedded librarian helped the professor keep pace with advancements in online research methods, new databases, and the availability of e-books. Collaboration with the librarian allowed time for the professor to share subject knowledge and work with individuals and groups on their content while the librarian aided students with basic research skills. Workshop schedule: 5 minutes – Introductions and Background for Partnership 10 minutes – Course and Research Requirements (using 3x5 cards, audience shares techniques, fears,challenges of embedding) 40 minutes – Developing Embedded Model for Course Librarian will share strategies for developing collaborations. Professor will share student learning outcomes, class preparation for the critical research project, and the importance of having an embedded librarian in the course. Presenters will share the lesson plans, learning objects and techniques for active learning utilized in both library and classroom sessions. (online poll of audience to determine roles of embedded librarians) 10 minutes - Assessment of Course 10 minutes - Question/Answer/Discussion of active learning exercises and assessment methods used by audience

Complement and Collaborate: Partnership between Writing Lab and Library

See presentation description

The Roadrunner\u27s Guide to English (2nd Edition)

Summer 2019 Revision Notes: Due to a project delay, the EPUB and MOBI versions included here are considered Additional Files and currently draft versions of the second edition. More work will be done on these throughout Fall 2019. Authors\u27 Description: This online book is designed to help students learn the skills they will need to do well in college-level classes. Some courses will focus on writing, some on reading, and some on a combination of the two; this book is designed to work with all of those classes. Welcome, students, and remember: a skill is not a magical ability. By that, we mean it can be learned; you don\u27t have to be born good at reading or writing. Like any other skill, reading and writing abilities improve through learning the step-by-step process to doing both, and through practice. We hope this book will help you develop your own skills.https://oer.galileo.usg.edu/english-textbooks/1008/thumbnail.jp

Implementing a Process to Systematically Identify and Address Poor Medication Adherence in Pediatric Liver Transplant Recipients

ObjectivesPoor adherence to medication following pediatric liver transplantation remains a major challenge, with some estimates suggesting that 50% of adolescent liver transplant recipients exhibit reduced medication adherence. To date, no gold standard has emerged to address this challenge; however, system interventions are most likely to be successful. We sought to implement a system to identify and address adherence barriers in a liver transplant clinic.MethodsUsing structured quality improvement methods, including multiple plan-do-study-act cycles, we developed a system to screen for patients at risk of poor adherence, identify patient- and/or parent-reported barriers to adherence, and partner with patients to overcome identified barriers. We developed a process to track key outcomes, including the variability in tacrolimus trough levels and episodes of late acute cellular rejection.ResultsThe practice saw a total of 85 patients over 6 months, and about half were females. Over this period, the improvement team implemented this system-level process with high reliability (>90% of patients received the bundle of interventions). The most commonly identified adherence barrier by patients and caregivers was "forgetting." The second most commonly identified adherence barrier by patients was that the medication "gets in the way of their activities," whereas by caregivers, it was "difficulty swallowing pills."DiscussionWe identified challenges and opportunities to screen for poor adherence and identify patient- and/or caregiver-reported barriers to immunosuppression adherence. Identifying such barriers and partnering with patients to overcome those barriers using patient-centered, barrier-specific interventions could improve long-term graft survival through improved medication adherence