All right, this is Jade and I am going to speak. Episode I'm in bigger, I hope I said I'm an adjunct professor. So basically, and I'm sure Haley knows some of this. What that means is that there's like a structure to the course that I have to follow. And so, at least in my university if you're an adjunct like they give you a syllabus, they give you the outline, they give you like you have to use these five assessments, you cannot change them, you have to use them in the way that they are like, you know, so for me if I teach an English class. I have to give my students, five papers to do their five papers for any one of the same class, and better if you're taking it from me or another adjunct or, you know professors who is full time at the university. It's so that everything is consistent. The problem with that, obviously, is when you get to things like questions like this, and you're like okay well what if you have some students who aren't like the best writers. Well, of course, then you have other people in the university going, well it's a writing class, so of course, the point is, when writing. But as we all know that's not always so easy with disabilities and stuff like that to just be like, oh well you have to do this, because you know when it's a different way of your actual pattern of thought or different actual physical ability in some cases, like attending, you know, maybe for other classes attending labs or something like that. It's an actual problem. So for me, what I noticed, to do is, even though I have to use all of those assessments, you know, the same and I can't change those things, is once in a while I'll kind of either add things, or I might kind of just change the way I grade them, so that I am looking more at like, for example, if I know a student's have a disability and I know they might struggle more with something about maybe one thing their thoughts like are on paper, I know some people, I mean even just abled students that's really hard for some people, but people, they just can't work their thoughts on paper, you know, looking as a whole, like, okay, but like how hard, Have they tried, you know like as opposed to looking at everything as, how good is it, but actually looking at what work that was put into it, and you know the amount of effort, how much the students showing up, how much the students is trying how they're being with you about their struggle with all of those things I definitely use when I'm kind of grading. So, for a lot of teachers I just say that's like the main thing, because if you start to focus on all these little things all the time like, oh I need to have transcripts and I need to have audio and I need to have, you know, like you said you can start to spiral. So I mean, certainly if there's a student who has with a specific disability and has reached out to you or has been obvious about it, like has come with accommodations that has been like, Hey, I can't hear well I need a transcript, is there any way I can get one of those, like, for sure, like, you know, I'll make them available and usually you know if you do your classes or something, it's kind of just available easily. Now, a lot of cases, which is great. You know, I would say like, work on making things accessible, but do the parts that you can, without like trying to overreach too much and stress yourself out. You know what's the most common things that you see that are problems, and like for me, for example, it's like talking about which is students might not just be able to kind of voice their thoughts correctly on the paper. So you think about, instead of the format of like how things are written out, you know, Did they get the point across, how well does it get the point across, stuff like that asking kind of big global questions instead of focusing on the little nitpicky stuff like, oh, like how much of it was, you know what is the English spelt wrong and you know, kind of the things that it's the same word, honestly students, you know English second language learners as well. I do the same thing, because they might not have as clean, quote unquote, of a paper. But did they get their point across.