Self-Eval

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

Instructors

Description

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

*including faculty, lecturers, GSIs and other instructor titles

Recommendations

Develop a practice to ensure that students are informed that they can request a reasonable academic accommodation for disability and describe how/where they can submit their request. Develop practices to ensure all curricula is accessible, including both physical and digital materials (e.g., website references, PDFs, videos, etc.) for...

Atypical Educational Settings (placements, laboratories, study abroad)

Description

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

Recommendations Develop a practice of requesting internship hosts and laboratory PIs to provide information regarding the accessibility of their built and digital environments. Develop a plan to ensure a prompt, adequate response to a student with a disability who requests and/or requires reasonable accommodation with an internship host and/or laboratory PI. Ensure that accessibility of equipment is consistently considered in the process of...

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.

Recommendations Familiarize employees responsible for purchasing/procurement with the UCOP InformationTechnology Accessibility Policy and the process for confirming accessibility of IT before purchase, and requesting exceptions if needed. Where applicable, develop practices to ensure that, before a decision is made to purchase new hardware, software, equipment and/or furniture, it is reviewed to ensure the equipment...

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 development in the...

Museum Services

Description

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

Recommendations Ensure that museum employees have guidance regarding how to make and provide accessible museum materials. Provide training to museum employees with training to assist variously disabled museum visitors. In order to facilitate maximum accessibility, incorporate alternative forms of communication for exhibits, e.g. audio-descriptors, braille, large print text, tactile exhibits, and/or haptic technology. Ensure the museum's...

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).

Recommendations Ensure that Library employees are trained to assist disabled library users, including with physical and digital research. Ensure that electronic information systems, software and other resources for library users and/or employees are accessible to disabled users, too. If applicable, ensure that notification systems are discernable to disabled library users...

Facilities

Description

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

Recommendations Facilities & Real Estate Management Develop practices to ensure proper maintenance of accessible features during construction and/or building maintenance. 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...

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’).

Recommendations Consider adding outreach to disabled people and/or disability inclusion efforts into your unit’s programs, services and activities. Ways to do this include, but are not limited to: adding affirmative language to outreach materials; and partnering with other organizations and entities (e.g. non-profit organizations, student groups,...

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 Accessiblity Policy is and what it requires. Ensure an 'Accessibilty' link is added to the home page footer of all division webites Ensure employees who develop, design or adminster websites know how to create accessible sites, assess them, and remediate them as needed. Ensure all...

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. Communicate...