Amornchat, S. (n.d.). Complex images for all learners: A guide to make visual content accessible. Portland Community College: Online learning. CC BY-NC-SA. https://www.lsu.edu/accessibility/training/complex-images.pdf

BCcampus. (n.d.). Presenter toolkit. Studio20. https://studio20.bccampus.ca/presenter-toolkit/

CAST. (2018). Universal design for learning guidelines version 2.2 [graphic organizer]. Wakefield, MA: Author.http://udlguidelines.cast.org/more/downloads

CAST. (2018). Universal design for learning guidelines version 2.2. Retrieved from http://udlguidelines.cast.org

CAST. (n.d.). Timeline of innovation. http://www.cast.org/impact/timeline-innovation

Centennial College. (2016). Institutional policy on the evaluation of academic programs. http://college.centennial.qc.ca/wp- content/uploads/2016/01/PIEP.pdf

Center for Plain Language. (n.d.). Five steps to plain language. https://centerforplainlanguage.org/learning-training/five-steps-plain- language/

Clark, R.C., Mayer, R.E. (2011). e-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning (3rd ed.) John Wiley & Sons. http://dx.doi.org/10.1002/9781118255971

Coolidge, A., Doner, S., Robertson, T., & Gray, J. (2018). Accessibility toolkit (2nd ed.). BCcampus. https://opentextbc.ca/accessibilitytoolkit/

Coppin, P. (2013, December). New project: An embodied cognition approach to meeting the challenge of ‘inclusive InfoVis.’ Peter Coppin: Inclusive design, cognitive science, art. http://petercoppin.org/academic/new-project-an-embodied- cognition-approach-to-meeting-the-challenge-of-inclusive-infovis/

Eggert, E., & Abou-Zahra, S. (Eds.). (2019, July 27). Table concepts. W3C web accessibility tutorials. https://www.w3.org/WAI/tutorials/tables/

Eggert, E., & Abou-Zahra, S. (Eds.). (2019a, July 27). Decorative images. W3C web accessibility tutorials. https://www.w3.org/WAI/tutorials/images/decorative/

Greensboro College. (2020). Strategic plan. https://www.greensboro.edu/about-us/strategic-plan/

Hew, K. F. (2009). Use of audio podcast in K-12 and higher education: A review of research topics and methodologies. Educational Technology Research and Development, 57(3), 333-http://sttechnology.pbworks.com/f/Hew_(2008)_Use%2520of% 2520Audio%2520Podcast%2520in%2520K- 12%2520and%2520Higher%2520Education.pdf

Higher Education Opportunity Act of 2008, P.L. 110-315. § 202. (2008). https://www2.ed.gov/policy/highered/leg/hea08/index.html

Khalifa, A. (2018, December 7). Open captions vs closed captions: What’s the difference between these captions options? Hear me out [CC]. https://hearmeoutcc.com/open-captions-vs-closed-captions/

MathJax. (n.d.). Accessibility features. MathJax 3.1 documentation. Accessed September 29, 2020 from https://docs.mathjax.org/en/latest/basic/accessibility.html

Mayer, R. E. (2009). Multimedia learning (2nd ed). Cambridge University Press. http://dx.doi.org/10.1017/cbo9780511811678

Meyer, A., Rose, D. H., & Gordon, D. (2014). Universal design for learning: Theory and practice. CAST Professional Publishing.

Mitchell, J. (BCcampus). (2019, February 5). Inclusive design: Change your perspective [Webinar]. BCcampus. https://video.bccampus.ca/media/Inclusive+Design+Webinar+Serie s+Part+1A+Inclusive+Design/0_vo0at97w

NEADS. (2018, July). Landscape of accessibility and accommodation in post-secondary education for students with disabilities. [Report]. https://www.neads.ca/en/about/media/AccessibilityandAccommod ation%202018-5landscapereport.pdf

Nelson, L. L. (2014). Design and deliver: Planning and teaching using universal design for learning. Paul H. Brookes Publishing.

Nelson, L. L. (2014). Design and deliver: Planning and teaching using universal design for learning. Paul H. Brooks Publishing Co.

OHRC. (2018, March). Policy on accessible education for students with disabilities. http://www.ohrc.on.ca/en/policy-accessible-education- students-disabilities/

Oliver, M. (1996). Understanding disability: From theory to practice. St. Martin’s Press.

PennState Accessibility. (n.d.). Image ALT tag tips for HTML. Accessibility and usability at Penn State. https://accessibility.psu.edu/images/imageshtml/

PLAIN. (n.d.). What is plain language? Plain language association international. https://plainlanguagenetwork.org/plain- language/what-is-plain-language/

Ranellucci, J., Muis, K. R., Duffy, M., Wang, X., Sampasivam, L., & Franco, M. (2013). To master or perform? Exploring relations between achievement goals and conceptual change learning. British Journal of Educational Psychology, 83(3), 431-451. http://www.ncbi.nlm.nih.gov/pubmed/23822530

Rose, D. H., Harbour, W. S., Johnston, C. S., Daley, S. G., & Abarbanell, L. (2006). Universal design for learning in postsecondary education: Reflections on principles and their application. Journal of Postsecondary Education and Disability, 19(2), 135-151 http://www.cast.org/our-work/publications/2006/udl- postsecondary-education-reflections-principles-application-rose- johnston-daley

Salomon, G. (1994). Interaction of media, cognition, and learning. Routledge. https://doi.org/10.4324/9780203052945

Simon, B. & Taylor, J. (2009). What is the value of course-specific learning goals. Journal of College Science Teaching, 39(2), 52-57 https://testwww2.bc.edu/maya tamir/download/rusk%20et%20al_201

United Nations. (n.d). Convention on the rights of persons with disabilities (CRPD). Department of economic and social affairs. https://www.un.org/development/desa/disabilities/convention-on- the-rights-of-persons-with-disabilities.html

University of Washington. (2019, April 29). What is MathSpeak? Disabilities, opportunities, internetworking, and technology. https://www.washington.edu/doit/what-mathspeak/

W3C. (2018a, June 5). Understanding success criterion 1.1.1: Non-text content. Web content accessibility guidelines (WCAG) 2.1. https://www.w3.org/WAI/WCAG21/Understanding/non-text- content.html

W3C. (2018b, June 5). Understanding success criterion 1.2.3: Audio description or media alternative. Web content accessibility guidelines (WCAG) 2.1. https://www.w3.org/WAI/WCAG21/Understanding/audio- description-or-media-alternative-prerecorded.html

W3C. (2018c, June 5). Understanding success criterion 1.4.1: Use of colour. Web content accessibility guidelines (WCAG) 2.1. https://www.w3.org/WAI/WCAG21/Understanding/use-of-color.html

W3C. (2018d, June 5). Understanding success criterion 1.4.3: Contrast (minimum). Web content accessibility guidelines (WCAG) 2.1. https://www.w3.org/WAI/WCAG21/Understanding/use-of-color.html

W3C. (2018e, June 5). Understanding success criterion 1.4.4: Resize text. Web content accessibility guidelines (WCAG) 2.1. https://www.w3.org/WAI/WCAG21/Understanding/resize-text.html

W3C. (2018f, June 5). Understanding success criterion 2.4.4: Link purpose (in context). Web content accessibility guidelines (WCAG)

2.1. https://www.w3.org/WAI/WCAG21/Understanding/link-purpose- in-context.html

WebAIM. (2012, November 12). Web accessibility gone wild. https://webaim.org/articles/gonewild/#alttext

WebAIM. (2013, October 1). Links and hypertext. https://webaim.org/techniques/hypertext/hypertext_links#non_html

WebAIM. (2013a, September 24). Font. https://webaim.org/techniques/fonts/

Wilson, J. D. (2017). Reimagining disability and inclusive education through universal design for learning. Disability Studies Quarterly, 37(2).  https://dsq-sds.org/article/view/5417/4650

Yeager, D. S., & Dweck, C. S. (2012). Mindsets that promote resilience: When students believe that personal characteristics can be developed. Educational Psychologist, 47(4), 302-314.