Digital Access Plan (DAP)

What is Digital Accessibility?

Digital accessibility is the practice of designing digital content and technologies in a way that they can be accessed, understood, and used by as many people as possible, including those with disabilities. It’s about removing barriers in the digital world, creating inclusive online spaces where everyone has equal access to information and digital resources. When we think about the digital world, it’s supposed to be an equalizer, a place where everyone, regardless of their abilities, can access information, services, and opportunities.

Digital accessibility is not a one-time University wide effort but must be incorporated into every digital activity on an ongoing basis. Each unit/department/school needs to prioritize digital accessibility efforts and continually work toward achieving a more accessible digital environment. Complying with Digital Accessibility laws and compliance is not simply an IT concern.  Rather, the entirety of Rutgers should make it their responsibility and integrate this into the culture of the institution to not only comply with the new Title II regulations or state law but provide access to everyone who interacts with the university’s digital environment.

What is a Digital Accessibility Plan?

A digital accessibility plan outlines how a university will ensure accessibility across various digital platforms, including websites, course materials, learning management systems, documents, software programs, mobile and web applications, social media and other digital technologies (e.g., kiosks, ATM's, digital information boards and screens etc. )

Most institutions who have made a university-wide impact in accessible digital technology have:

  • Top level leadership buy-in
  • Well organized strategic plans with goals, strategies, timelines and assessments
  • Dedicated personnel and resources
  • Established communities of practice or liaison models

What is Expected of University Units/Departments/Schools?

Each unit/department/school at Rutgers should develop a Digital Accessibility Plan (DAP) related to each of the three areas listed below, if applicable. 

The plans will address the processes and procedures related to each area of digital technology accessibility in a systematic fashion within each unit or department using local structures and practices as appropriate with central support and resources. 

The purpose of a Digital Accessibility Plan is to address digital technology accessibility within each university unit or department related to three distinct areas: 

Website accessibility 

  • To start strategic planning for your web content the Office of Information Technology Accessibility (OITA) can help develop a plan for addressing all of your web content. To set up a meeting with OITA, please use the Website and Department Support Form.  On this form you can select department support, where we can begin a conversation about your website, the tools you use for email/marketing, social media accounts, product purchases, etc. We can also aid in identifying trainings, or scheduling local trainings as needed.

Course accessibility 

  • To start strategic planning for a school's course content accessibility, Rutgers Access and Disability Resources (RADR) can assist in developing a plan for addressing course content accessibility.  To set up a meeting with RADR, please fill out the Course Accessibility Benchmark Form to the best of your ability. You can also simply send an email to radr@rutgers.edu to obtain further information and set up a meeting to discuss the planning process for your school. 

Purchasing or procuring digital technologies. 

It is important for the university community to consider accessibility when making IT purchases. While the Accessibility Risk Assessment Survey is a useful tool for assisting with evaluations prior to purchase, we have gathered additional resources to assist you in the process. Go to the Accessibility Resources for IT Purchases page includes templates, tutorials, best practices, and even a glossary to help you ensure the accessibility of IT systems, software, and services prior to purchase.

 

 

  • Key elements of a Digital Accessibility Plan:

    Policy 

    Rutgers University has established a revised Digital Accessibility Policy effective in June, 2025.  This policy outlines the university's commitment to digital accessibility and outlines the guidelines for all units/departments/schools. Units/departments/schools should review the policy and see how to best develop a digital accessibility plan to meet these requirements.

    The following are recommendations for units/departments/schools for developing a successful digital accessibility plan that works for each unit/department/school.  As mentioned previously, there are university wide teams that can assist units/departments/schools in developing an overall digital accessibility plan for web, courses, and procurement.

    Leadership:

    Visible endorsement from leadership is essential for buy-in and resource allocation for a successful digital accessibility plan. A plan might include correspondence and support from leadership about the initiative as well as visible acknowledgement of the efforts related to digital accessibility and those involved.

    Assign Responsibility

    • For a plan to be successful, it is important for leadership to designate individuals within each unit/department/school to oversee their digital accessibility plan. This would most likely be different roles for web accessibility, course accessibility and procurement accessibility. These individuals would take a leadership role in their specific accessibility area to develop a plan, implement the plan and assess and report on progress.

    Accessibility Champions or Liaisons

    • Accessibility liaisons are individuals who serve as a point of contact for their respective departments or units, promoting and supporting accessibility initiatives. They act as advocates for inclusive practices, ensuring that technology, communication, and resources are accessible to everyone, particularly individuals with disabilities. Liaisons often work with IT professionals, web developers, course development and faculty/instructors and other staff to identify and address accessibility barriers. 

    Conduct regular audits:

    • Assess all digital content, including websites, learning management systems, course content and multimedia materials, for accessibility compliance.
    • Use appropriate tools:
      Utilize the accessibility checking tools such as Deque for web sites; Canvas Ally, Tidy Up and course accessibility resources for faculty/instructors;  built in accessibility checkers and/or consider professional accessibility assessments by third party vendors when applicable.

      Monitor accessibility progress: Track improvements in accessibility and identify areas for further enhancement. This could be by checking regular web accessibility reports using Deque's Axe Monitor, Canvas Ally reports, or progress reports from department heads. 

      Stay informed about best practices: Keep abreast of updates to accessibility standards and guidelines.

    Prioritization

    A process to prioritize effort that takes into consideration local needs, practices, and available resources, which will also include university-wide tools, resources, and support as needed.

    Develop a Continuous Improvement Plan and Process

    Based upon the audit and assessment, the development of a continuous improvement plan and process with specific goals, timelines, strategies, priorities, assessments and reporting on progress.

    1. Develop and Implement accessibility processes: Establish clear guidelines and protocols for creating accessible content.
       
    2. Understand legal requirements: Be aware of relevant laws and regulations, such as ADA Title II.
       
    3. Establish accountability: Assign responsibility for accessibility within different departments such as web developers, course developers, faculty, staff in communications and marketing, etc.
       
    4. Report on progress: Regularly report on accessibility efforts and outcomes. 
       
    5. Continuously improve: Regularly review and refine the accessibility plan to ensure its effectiveness based upon reports and assessment data on progress of the plan.  

    Create an Advisory Council

    While there are many successful methods to ensure that access is provided, an Access Advisory Council within your unit/department/school can be an effective method to develop ongoing technical assistance for your organization and constituents. A cross-functional committee can provide diverse perspectives and facilitate collaboration. 

    Promote Accessibility Awareness and Knowledge

    • Conduct initial benchmark surveys to determine the knowledge base of employees related to digital accessibility.  
    • Provide workshops and educational initiatives to raise awareness among employees in the areas that the survey indicates the employees are less familiar.  E
    • Equip staff with the knowledge and skills to create and maintain accessible digital content. The university has developed many resources for all roles related to digital accessibility.  For example, OITA has purchased Deque University and have developed trainings for web developers and content providers; RADR has developed professional development for faculty; UOES provides training opportunities and individual learning sessions for faculty/instructors, and a badge series will be available for the university community in the fall of 2025 on digital accessibility.