HFT3273 - 0M61 Accessibility Checker Results
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course_materials/Course_Home.html
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- Line 22: <table class="tborder">Instructor:
Linda I. Rosa-Lugo, Ed. D; CCC/SLP
Office hours
Tuesday, 9-12PM; Wednesday, 9-12; and Friday, by appointment.
Office
HPA II Room 110
Phone
407-823-4798 (Department)
407-823-4805 (Office)
Course hours and Location
Wednesday, 1:30-4:20
HPA 246
E-Mail
Linda.Rosa-Lugo@ucf.edu
Class E-Mail:
Webcourses@UCF Course Mail and eCommunity
Fax:
407-823-4816
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course_materials/Syllabus.html
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Assignments
Description of Requirements
Possible Points
Service Project
Students will spend a minimum of 15 hours over the course of the semester on activities related to a service-learning assignment.The assignment will address a need in our community, support our course objectives, involve a connection between the campus and the world around it, challenge students to be civically engaged, and involve structured student reflection.
Students will spend time reflecting on service-learning experiences through class conversations and written assignments. While there is not a maximum number of hours for this project, students are required to have a 15 hour minimum for service to pass the course. The studentsÂ
templates/video_template.html
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Suggestions
The text equivalents of an object should update if the object changes
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Objects must not use color to communicate alone
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templates/flash_template.html
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Objects must contain their text equivalents
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Suggestions
The text equivalents of an object should update if the object changes
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Objects must not use color to communicate alone
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Objects do not flicker
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rubric for collaborative work_09.html
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Modules/mod01_assign.html
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Images that are important should not have a purely white-space "alt" attribute
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Warnings
Any non-decorative images should have a non-empty "alt" attribute
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Any non-decorative images should have a non-empty "alt" attribute
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Suggestions
Check that any text within an image is also in the "alt" attribute
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For any image, the "alt" text cannot refer to color alone
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For any image, the "alt" text cannot refer to color alone
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Modules/mod01_lecture.html
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Images that are important should not have a purely white-space "alt" attribute
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Warnings
Any non-decorative images should have a non-empty "alt" attribute
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Suggestions
Check that any text within an image is also in the "alt" attribute
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Course_Objectives_and_Learning_Outcomes.html
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Related Assessment/Artifact
Standard III-C Knowledge Objectives: Students will be able to demonstrate knowledge of the nature of articulatory phonological communication disorders by:
III-C (1) Specifying and explaining common etiological factors associated with articulation/phonological disorders in children and adults.
III-C (2) Explaining the characteristics (e.g., anatomical/physiological, acoustic, psychological, developmental, and linguistic) of articulation/phonological disorders in children and adults.
III-C (3) Explaining the cultural correlates of articulation/phonological disorders in children and adults.
III-C (4) Summarizing the social and cognitive characteristics associated with various types of articulation/phonological disorders in children and adults.
Competency Exercises
Module assignments
Course Examinations
Standard III-D Knowledge Objectives: Students will be able to demonstrate knowledge of the principles and methods of prevention, assessment, and intervention for children and adults with articulation/phonological disorders by:
III-D (1) Outlining aspects and methods of assessment for speech, language, hearing and communication that should be included in a comprehensive assessment plan for children and adults suspected of exhibiting articulation/phonological disorders.
III-D (2) Explaining criteria for diagnosing articulation/phonological disorders in children and adults.
III-D (3) Identifying characteristics/behaviors that differentiate sound production differences from sound production disorders.
III-D (4) Comparing and contrasting informal and formal assessment procedures used to assess articulation and phonological disorders.
III-D (5) Summarizing adaptations of assessment methods for children and adults from culturally and linguistically diverse backgrounds who are at-risk for or suspected of exhibiting articulation/phonological disorders.
III-D (6) Explaining factors that influence goal setting in designing intervention for children and adults with articulation/phonological disorders.
III-D (7) Comparing and contrasting the different approaches to intervention for children and adults with articulation/phonological disorders.
III-D (8) Explaining how to structure specific activities to achieve changes in articulation and phonology for children and adults.
III-D (9) Explaining how to manipulate the context of intervention for children and adults with articulation/phonological disorders.
III-D (10) Summarizing ways to assess intervention outcomes for children and adults with articulation/phonological disorders.
Competency Exercises
Module assignments
Course Examinations
Capstone Assignment Â
Warnings
Any non-decorative images should have a non-empty "alt" attribute
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Suggestions
Check that any text within an image is also in the "alt" attribute
- Line 12: <img name="head" alt="" src="http://reach.ucf.edu/images/mrb/mrbmhead_spa6204.jpg" id="head">
For any image, the "alt" text cannot refer to color alone
- Line 12: <img name="head" alt="" src="http://reach.ucf.edu/images/mrb/mrbmhead_spa6204.jpg" id="head">