Results of Departmental Self-Assessment for Inclusion and Accessibility identify strengths, opportunities

In spring 2017, Ohio University’s Presidentially Appointed Committee on Disability and Accessibility Promotion (PACDAP) Leadership Implementation Team launched a self-assessment tool to assist departments in reflecting on their efforts to incorporate accessibility planning into their day-to-day activities and identifying resources needed to further those efforts. 

Now, after synthesizing the results and feedback from the more than 110 academic and administrative units that participated in the self-assessment, PACDAP is developing several strategies to provide greater support and training for accessibility and inclusion efforts at OHIO, bringing about a cultural shift in the way the University approaches these challenges. 

“Part of the vision I have outlined for Ohio University as we look to the future involves establishing an environment where diversity in all its forms is welcomed and celebrated,” said President M. Duane Nellis. “The work of PACDAP is vital to this effort, because diversity is inclusive of the visible and invisible disabilities that many members of our community live with today – and we strive to recognize their meaningful contributions to OHIO. As our institution moves beyond compliance to a culture of collective responsibility in ensuring our programs, services and facilities are accessible to all, I will continue to support the work of PACDAP and other groups who are helping to make this vision a reality.” 

Designed as a teaching tool, the self-assessment provided an opportunity for many departments to identify opportunities to reduce barriers and evaluate current accessibility efforts. 

“From what we’ve learned after reviewing the results of the self-assessment, the tool gave a forum for departments to consider more than just physical access, but access to their programs and services,” said Dianne Bouvier, Ph.D., director for equal opportunity and accessibility and ADA/504 coordinator in the Office for University Equity and Civil Rights Compliance. “These results will help inform prioritization decisions and resource planning for the University moving forward.” 

With the help of Patton College of Education graduate students in Associate Professor Dr. Krisanna Machtmes’ educational research methods and evaluation course, the PACDAP Leadership Implementation Team examined the self-assessments and developed several key findings, which include: 

• Evaluation of current efforts. Some departments are already engaged in planning initiatives that consider accessibility and inclusion in their processes, and others have plans in place but need help in sharing those plans with those involved in day-to-day operations and execution. 
• Employees expressed a commitment to accessibility and desire to learn more. While some responses indicated a basic knowledge of who to contact for help in accessibility planning, others identified the need for opportunities for continued education. 

Findings indicated that departments are seeking three kinds of support related to accessibility and inclusion efforts:

• Individual-level training: Examples of this type of training could include best ways to approach and provide support to persons with disabilities, course adaptation and ADA/504 requirements. 
• Consultation services for departments: Some respondents sought assistance assessing their department’s current practices, policies, and program space through the lens of accessibility. This could be in the form of in-person consultations or information on best practices.
• Coordinated University-level response: Respondents articulated an expectation that already-existing programs and services would incorporate accessibility and inclusion into their processes, so everyone accessing University-wide services would be using systems that reduce barriers and promote inclusion. As an example, the University’s new IT Accessibility Policy builds accessibility evaluation into all new purchases of “high risk” technology used by a large number of people. 

“Because of the valuable feedback we received as a result of the self-assessment, we are now able to move forward with developing services and programs that meet needs at both the individual and departmental level,” Bouvier said. “In addition, we are working to review existing processes to identify additional opportunities to embed accessibility and inclusion into more of what we all do every day across the University.”