Framework

  • Set periodic policy reviews.
  • Have audits and use checklists to evaluate university facilities and services.
  • Continuously develop strategies to facilitate change, improve understanding, and widen exposure of HE staff to people with disabilities.
  • Monitoring organizational and structural accessibility.
  • Compulsory training for administrative and teaching staff on inclusive practices, supporting students, building inclusive environments, and using technologies.
  • Implementation of diversity and sensitivity training which includes: identity self-reflection of behaviours and differences, recognition and and demystifing of any presumed stereotypes.
  • Training sessions to learn about new methods of effectively upholding the principles of equal access to information.
  • Training workshops on the legal and technical requirements of the accessibility mandate.
  • A series of external and in-house sessions that address digital content policies and procedures to raise awareness among librarians how to ensure accessibility.
  • Professional development events related to accessibility, to provide practical information that enhance peer learning and the implementation of services to accommodate all user groups.
  • Provide universal course design training.
  • Encourage collaboration, administrative support, and participation throughout campus departments.
  • Establish collaborations between library staff, people with disabilities and the office of student disability services.
  • Offer information on services, policies, and procedures for individuals with disabilities.
  • Promote customizable library services during orientation workshop for new and returning students and faculty.
  • Provide students with different types of desks and use flexible sitting arrangements.
  • Provide earlier accessible assessment for dyslexia.
  • Promote research and evidence to support the development of campus-based programs.
  • Aim for additional funding resources for note takers and other services.
  • Provide assistive technology training.
  • Invest in website development for training, guidance, and community engagement.
  • Establish an ongoing campaign to remove/fix inaccessible PDFs and videos without closed captions for every website associated with the university.
  • Allow students to use computers and record lectures.
  • Creation of network between embedded accessibility coordinators within faculties and institutions.
  • Commit to collaborating with schools, families, and external agencies on how to support students on campus.
  • Having a Liaison that can keep the staff well-informed on how to maintain ongoing compliance with accessibility standards through regular communication, resources, and support services, which follow the outcome of relevant professional development workshops.
  • Establish the role of disability officer and dyslexia coordinator.
  • Ensure regular institutional meetings and professional development sessions to keep the Librarian well informed on daily activities, important events and/or curricular changes in disability services.
  • Provide Student Support Services to transmit information across academic departments and promote dyslexia-friendly approaches.
  • Create individual course guides for students, faculty, staff, researchers and other affiliates of university’s academic departments, to use as a point of reference.
  • Widening information channels of university application accessible to parents and students of minorities
  • Flexible language admission requirements for foreign students.
  • Promote exchange of ideas that highlight positive collaborations and practices of assisting people with disabilities.
  • Rigorous monitoring of the systems used to serve disabled students.