Self-Evaluation Worksheet Resources

Recommendations & Resources

Welcome to our webpage with resources in support of the ADA Title 2 Self-Evaluation. The Self-Evaluation survey was distributed to each of 40 university units. The responses were used to create workplans for each unit to address any challenges or barriers to access for disabled people. The sections below mirror the categories in the survey and work plans. Each campus unit has a folder with their report, the original survey questions and answers, and their work plan. For each section, there is:

  • a brief description;
  • a list of recommendations made for that section (with interpretive and contextual information, where appropriate); and
  • a list of actions to take or resources to review - including trainings- to satisfy that workplan section's recommendation(s).

A few notes before you dive in:

  • We recommend starting with the IT section because the recommendations and tasks/trainings to meet those recommendations are the same as same tasks/trainings that are recommendated by IT generally, esp for public facing websites.
  • 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.
  • All training needs to be tracked. Your department is responsible for maintaining records of which staff received training and the area(s) in which they were trained. Here is a training tracker(link is external); please use this 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: from recruitment to interview, self-ID, reasonable accommodations in employment and associated processes.

Discrimination, Non-Discrimination and Grievance Procedures

Description

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

Purchasing: Generally, and Information Technology

Description

This section addresses accessibility in the purchasing process, as well as accessibility of outside vendors.

Service Dogs and Emotional Support Animals

Description

This section addresses familiarity with the University’s established policy on service and support animals on campus.

Physical Space

Description

This section addresses accessibility in the office space.

Events: Planning and Hosting

Description

This section addresses planning and hosting accessible events. It is recommended that the University update its checklist to provide more comprehensive guidance to University event planners.

Evacuation and Safety Plans

Description

This section examines familiarity with existing 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 whether the location of our campus programs, services and activities are located along accessible, public transit routes.

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 respondent familiarity with the UCOP 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.

Miscellaneous Services, Programs and Activities

Recommendations

1. Consider adding outreach to people with disabilities and/or disability inclusion efforts into your office’s programs, services and activities.

Ways to do this include, but are not limited to:

Community Disability Resources off and on Campus

Description

This section examined general familiarity with campus disability-related resources.