To help determine the accessibility priority a particular project should receive for further action, submit answers to the following questions. You will receive a response indicating whether the priority level should be considered higher, medium, or lower. The questions take into account various considerations that come into play in determining where to focus resources and effort first.
The University of Illinois gives thanks to the University of California system for generous use of the initial version and inspiration for this tool.
Medium / Phased Priority
Projects and procurements that are rated as a lower priority by this tool still present some institutional risk and a potential for negative impact for inclusion of individuals with disabilities.
Due to the audience and scope of use, these projects and procurements represent a serious risk footprint and potential negative impact for the inclusion of people with disabilities. That could prevent them from inclusively and independently making use of the tools and services provided by a higher education institution. Unfortunately, a formal and proactive approach to accessibility was either not possible or not considered. It may be necessary to implement a plan for providing Equally Effective Alternate Access and to develop a remediation roadmap and timeline for correcting accessibility flaws.
Due to the audience and scope of use, Higher Priority projects and procurements represent a severe or critical risk footprint and great potential negative impact for the inclusion of individuals with disabilities and their ability to make use of the goods and services provided by a higher education institution. Accessibility issues with High Priority projects and procurements will negatively impact individuals with disabilities and could prevent them from inclusively taking part in the goods and services of your organization. It is very important that the accessibility of High Priority projects and procurements be approached in a proactive manner, with the inclusion of formal accessibility requirements and evaluation.
Important Next Steps
- Be aware that any accessibility flaws in the product or service may present a barrier to access and inclusion if someone with a disability needs to use the product or service in the future.
- Talk with a digital accessibility subject matter expert to determine the severity and potential impact of any accessibility flaws in the project or service.
- If there are accessibility flaws:
- Devise a plan for an appropriate equally effective method of alternative access. Ensure that a plan for communicating the existence and nature of the alternative access is also devised.
- Establish a timeline for when the accessibility flaws in the product or service will be corrected.
- Ensure that accessibility requirements are included formally in the project charter, development plan, or procurement documents—including contractual language—per your organization’s Electronic and Information Technology (EIT) accessibility policy and/or federal and state law.
- Consult with a digital accessibility subject matter expert to determine best approaches for the inclusion of accessibility requirements in the project and to create an ongoing evaluation plan and cadence.
Some user groups, such students, patients, retirees, and donors require additional consideration regarding the impact of any access barriers. If the scope of use involves any of these user groups, discussion additional requirements with a digital accessibility subject matter expert.
For information about accessibility, see the ITAG purchasing guidelines. For assistance, contact your campus accessibility expert.
For Your Records
Please copy and retain the following information for your records. You may need to reference it later in the procurement process.
Your responses generated a priority of: Lower Medium / Phased High