Self-Evaluation Work Plan Resources

Recommendations & Resources

Welcome! This webpage has resources for you to use while completing the Post Self-Evaluation Work Plan. The Americans with Disabilities Act requires that we complete a Self Evaluation to determine if all our programs, services and activities are accessible to disabled people. In 2020 an ADA Self-Evaluation survey was distributed to each of 40 university units. In 2021 the responses were used to inform a work plan for campus units to increase programmatic access for disabled people. In 2022 each unit's leadership was asked to assign a lead to direct their unit's completion of the Post Self Evaluation Work Plan. We hope that most units can complete the Work Plan by the end of 2023. 

Each campus unit has a folder with their report, the original survey questions and answers, and their work plan (here is an example of the basic work plan).

The sections below mirror the categories on the survey and work plans. In each section, there is:

  • a brief description;
  • a list of recommendations made for that section (with interpretive and contextual information, where appropriate); 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 before you dive in:

  • We recommend starting with the IT section because the recommendations, tasks and trainings will help prepare units for pending changes required by the campus' new consent decree with the Department of Justice.
  • Please notify the UC Berkeley Programmatic Access Project Manager with any questions regarding the actions or resources, or if you encounter disability access barriers. Equal access is a top priority at every step.
  • Each unit is responsible for maintaining records of which employees received what training. Where trainings are on the UC Learning Center, that platform can be used to assign and track completion. Otherwise,  Here is a training tracker(link is external); please use this (make a copy for yourself) or any other tool if it helps you, then enter the information into column 'I' on your work plan.
  • This is a slide deck on this process(link is external). 

Results

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.

Telephone Communication

Description

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

Inclusive Hiring and Employment

Description

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

Discrimination, Non-Discrimination and Grievance Procedures

Description

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

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.

Purchasing: Generally, and Information Technology

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.

Events: Planning and Hosting

Description

This section addresses planning and hosting accessible events. 

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 & Real Estate Management

Description

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

Capital Projects

Description

This section examines use of accessibility checklists for construction projects.

Nondiscrimination and 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).

Physical Education & Recreational Sports

Description

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

Medical Services and Student Health Services

Description

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

Student Housing and Dining

Description

This section examines accessibility in University housing.

Atypical Educational Settings and Equipment (internships, laboratories, remote learning, study abroad)

Description 

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

Faculty

Description

This section examines Faculty practices around ensuring maximum curriculum accessibility.

Library Services

Description

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

Museum Services

Description

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

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.