Disability Access & Compliance Training Bundle

Recommendations & Resources

Welcome!

For units using this training bundle while completing the Post Self-Evaluation Work Plan from 2023-24, please note that your unit folder with your report, the original survey questions and answers, and your work plan(link is external) (here is an example of the basic work plan(link is external)), remain up and open.  Training completed will be recorded on the Learning Center's Learning Management system. Here is a short overview (link is external)of the Self Evaluation Work Plan process. 

For everyone else, this page is where you can access our bundle of trainings on disability access & compliance across campus. Supervisors and managers can assign these to their staff, and they are hosted on the LMS site for easier tracking.

In each area of access & compliance you will find:

  • a brief description of the area;
  • a list of recommendations made for that section in our 2020 ADA Self Evaluation summary; and
  • a training that will include information, additional resources, and/or actions to take (e.g., embed CA Relay 711 in email signature blocks so Deaf or Hard of Hearing people can contact you via a communication relay center).

A few notes on the bundle before you dive in:

  • Please contact the UC Berkeley Programmatic Access Project Manager with any questions.
  • The trainings do include links to external sites. Consider checking privacy settings, and if you have control over JavaScript, which sites are allowed to run.
  • Other opportunities for training on disability access & compliance exist. We will always present to individual units on request, and employees can participate in the Disability Access Liaison Team program. This includes 7 weekly classes providing a 'deep dive' into disability access & compliance. Cohorts are usually 12-20 people and the classes are held twice a year. 

Results

Service Dogs and Emotional Support Animals

Description

This section addresses familiarity with the University’s established policy on Service Dogs and Emotional Support Animals on campus.

Discrimination, Non-Discrimination and the Grievance Process

Description

This section addresses familiarity with the University’s established grievance procedures.

Publications and Written Materials

Description

This section addresses accessible written and print materials, as well as best practices in portraying disabled people in those materials.

Inclusive Hiring and Employment

Description

This section addresses accessibility and reasonable accommodation throughout the employment life cycle.

Purchasing: Accessibility & the Procurement Process

Description

This section addresses accessibility in the purchasing process, for both physical and digital assets, as well as accessibility requirements for outside vendors.

Physical Space

Description

This section addresses accessibility in the office space.

Evacuation and Safety Plans

Description

This section concerns emergency and evacuation plans and resources, as well as best practices for evacuating people with disabilities.

Campus Law Enforcement

Description

This section examines law enforcement’s best practices interacting with people with disabilities.

Transportation Services

Description

This section examines accessible transportation options to reach campus programs, services and activities. 

Facilities

Description

This section addresses accessibility in the built environment, including during construction and/or building maintenance.

Capital Projects

Description

This section examines accessibility as an element of construction projects.

Recommendations

  • Develop an accessibility checklist for use on all Capital projects.

Addiction as Disability

Description

This section examines law and policy prohibiting discrimination against people based on their current or past status with substance use and substance use disorder (e.g., drugs or alcohol).

Medical Services and Student Health Services

Description

This section examines accessibility at medical facilities and in the provision of medical services.

Recommendations

  • Confirm that your medical facility is physically accessible to disabled people.

Atypical Educational Settings (placements, laboratories, study abroad)

Description 

This section examines accessibility in diverse educational settings, and in curriculum that may utilize specialized equipment. 

Library Services

Description

This section examines accessible practices within the context of Library services (both the main Library, and archival material that functionally serves as Library material throughout the University).

Instructors

Description

This section examines instructor* practices around ensuring maximum curriculum accessibility.

*including faculty, lecturers, GSIs and other instructor titles 

Museum Services

Description

This section examines accessible practices in ensuring that museum exhibits and materials are available to persons with disabilities.

Miscellaneous Services, Programs and Activities

Description

This section encourages reflection on how to increase outreach to, and inclusion of, disabled people in your organization’s programs, services, and activities (‘PSAs’). 

Community Disability Resources off and on Campus

Description

On the survey this section originally examined only general familiarity with campus disability-related resources. It has been expanded to consider off-campus resources, too.

Telephone Communication

Description

This section addresses telephonic communication with deaf or hard of hearing people. 

Events: Planning and Hosting

Description

This section addresses planning and hosting accessible events. 

Student Housing and Dining

Description

This section examines accessibility in University dining and housing.

Physical Education & Recreational Sports

Description

This section examines accessibility in the context of physical education and athletic facilities.