Self-Eval

Pages pertaining to the Americans with Disabilities Act Self-Evaluation.

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.

Recommendations Ensure that all printed publications inform readers that the publications are available in alternative formats, upon request. Ensure that all printed publications and notices follow the University’s style guide. Accessibility is incorporated into the style guide. Make it a practice to review all publications and notices to...

Inclusive Hiring and Employment

Description

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

Recommendations Consider taking actions to consistently and affirmatively recruit disabled people for available positions. Ensure that all job listings are accessible to disabled people (see above, information on accessible digital communications). Ensure that your unit's job listings consistently contain a statement of non-discrimination against disabled persons. Ensure that your unit consistently offers candidates for employment the opportunity to request reasonable...

Communication Accommodations (ASL & VRIS, CART & Captioning, ALDs)

Description

It is important that employees understand some of the most common communication accommodations and equipment-American Sign Language, Video Remote Interpreting Services, Captioning, Communication Access Realtime Translation, Assistive Listening Devices-when they are to be provided, and whom by.

Recommendations

Ensure employees know what Captioning & CART (communication access real-time translation) are, the difference, and how to secure these accommodations.

Ensure employees know what ASL (American Sign Language) & VRIS (Video Remote Interpreting Services)...

Telephone Communication

Description

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

Recommendations

List “711 the California Relay” in email signatures, on business cards and letterheads. Provide all employees with information on how to use this service.

If you use videophone technology, be sure it is equipped to accommodate callers who may be Deaf or hard of hearing.

Identify and share with employees resources that can provide auxiliary aids for communication as needed.

Training

Leads should take the training themselves, then assign it to those...

Discrimination, Non-Discrimination and the Grievance Process

Description

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

Recommendations

Familiarize your employees with the campus disability discrimination grievance procedures for both employment and non-employment matters.

Make sure that your office provides this information in an accessible format.

Training

Leads should take the training themselves, then assign it to those employees in their unit for whom they believe it is relevant. Assigning to all employees is recommended. Any processes, procedures or protocols recommended for...

Information Technology

Description

This section addresses ensuring that our digital domain is accessible to disabled people. The UCOP Information Technology Accessibility Policy requires that our technology platforms and the content thereon meet WCAG 2.0 AA standards.

Recommendations

Ensure that your employees know that the UCOP IT Accessibility Policy is and what it requires.

Ensure an 'Accessibility' link is added to the homepage footer of all division websites

Ensure employees who develop, design or administer websites know how to create accessible sites, assess them, and remediate them...

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.

Recommendations

Familiarize employees with the university’s policies, practices and resources regarding Service Dogs and Emotional Support Animals on campus.

Training

Leads should take the training themselves, then assign it to those employees in their unit for whom they believe it is relevant. Assigning to all employees is recommended. Any processes, procedures or protocols recommended for development in the training should be...

Physical Education & Recreational Sports

Description

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

Recommendations

Conduct a review to determine whether adaptive equipment is available for disabled people.

Reach out to DAC to determine if your facility or facilities have been evaluated or surveyed by a Certified Access Specialist (CASp) and, if so, what recommendations were made regarding readily achievable barrier removal and/or recommended changes to those built environments.

Ensure your programming includes opportunities for disabled people to participate...

Student Housing and Dining

Description

This section examines accessibility in University dining and housing.

Recommendations

Provide relevant employees training regarding the university’s dining and housing related responsibilities and obligations under the Americans with Disabilities Act, the Fair Housing Act, and all disability-related California statutes, and case law.

Ensure that students are aware that they may request reasonable accommodations in student housing at any time during the year, and that they are informed of this in accessible formats.

Students that want to request reasonable...

Events: Planning and Hosting

Description

This section addresses planning and hosting accessible events.

Recommendations

Familiarize your employees with the Event Planning guidance that is available on the Office of Disability Access & Compliance (DAC) website, and work with DAC to develop a comprehensive Events Accessibility checklist.

Ensure that all event advertisements for events open to students and/or non-affiliates contain written notice that reasonable accommodations are available for persons with disabilities as...