Point 1 and 3 - any professor who expects their students to learn solely from real-time lectures needs to refresh their understanding of different learning styles, and change their instructional style to meet the needs of all students, not just those who learn best by the traditional lecture format. A textbook covering the material covered in class is a bare minimum (you say you don't use one, and use only synchronous lectures).
As someone who spent two decades in education, the last 10 in academic success supporting students who struggle with old style instruction: you need to do more. That is not to say that students should be able to skip classes willy-nilly. I required attendance, and it was part of the grade. But one of the major benefits of providing multiple learning paths is that it generally benefits many more students than it was expressly designed to help.
Point 12. Beyond simply deciding what to do, spend some time brainstorming, in advance, scenarios you might encounter and how you might respond so you aren't forced to decide in the spur of the moment with little to no information.
One of my instructors is traveling internationally with students this fall (I'm back in the student role, again). I suggested that she think through what she would do if one of her students is stopped at the border. Her immediate response was that that was above her pay grade - she would do whatever the school required. That attitude changed when the travel team was selected - and it includes a non-binary student. Now it is real, and it involves someone she cares about. So she is now doing the kind of brainstorming we all, unfortunately, need to do. So when she is called on to decide, her decision will be an informed one.
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