Self-Eval

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

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, community organizations).

When your unit provides...

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.

Recommendations

Familiarize your employees regarding UC Berkeley campus disability resources

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 created.

...

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.

...

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 are accessible, including both physical and digital materials (e.g., website references, PDFs, videos, etc.) for students with disabilities...

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).

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...

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...

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.

Provide all employees who interact with the public disability awareness and etiquette training.

Confirm that your medical facility's programs, activities and services are accessible to disabled people.

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...

Capital Projects

Description

This section examines accessibility as an element of construction projects.

Recommendations

Develop an accessibility checklist for use on all Capital projects.

Ensure all employees understand how accessibility compliance is promoted, monitored and determined by CCRAB, DAC and the Building Dept.

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...

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).

Recommendations

Ensure employees, especially managers and supervisors, are aware of the UCOP policy that prohibits discrimination against people based on their current or past status as a drug or alcohol addict(link is external).

Training

Leads should take the training themselves, then assign it to those employees in their unit...

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...