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Use practical resources and the 90-day planner to turn one priority into supported work.
Open the education action planner →Education · Start here
Start with the culture behind learning access.
Accessibility culture connects institutional priorities with course preparation, learning technology, staff support, and the everyday experiences of students and families.
Start the self-evaluationLook at the work behind the experience
Choose one real journey.
A learner may move from enrollment to course materials, a class activity, an assessment, and support. In K–12 and higher education, these steps often cross teams. Choose one learning or family journey and look at the practices behind it.
- Preparing materials for a course or term
- Using a learning platform or assessment
- Completing enrollment or a family task
Whose perspective is included?
Bring an academic or school leader, a course or service owner, teaching staff, instructional design or IT, disability services, procurement where relevant, and students or families affected by barriers.
Start on your own if helpful, then compare perspectives. One person’s reflection does not establish a culture across the whole organization.
Accessibility culture challenges in education
- Course preparation, technology, and student support often have different owners.
- Educators may be expected to create accessible materials without enough time or practical support.
- A recurring learner barrier can become an individual workaround rather than a change to the learning process.
Reflect. Find evidence. Choose a next step.
Your initial accessibility culture assessment
Think about recent work in the scope you choose. For each area, select the description best supported by what you know. “Not sure” is a useful finding.
Developmental assessment — not validated. These preliminary indicators reflect the six proposed ACLT organizational capabilities. The baseline is a planning aid, not a validated ACLT scale, maturity classification, certification, or technical accessibility or compliance result.
Each capability has one preliminary indicator rated 0–4. All six have equal weight. A full baseline is calculated only when all six can be rated; “Not sure” is an evidence gap, not a zero. These indicators are a new planning aid, not the study’s quantitative index or a validated survey.
What do the response options mean?
- Not yet in place
- We have evidence that this practice is not currently in place within the scope we chose.
- Depends on individuals
- It happens mainly through a particular person, extra effort, or repeated reminders.
- Defined, starting to use
- Expectations are documented and initial examples exist, but use or support is still inconsistent.
- Repeatable with support
- Clear expectations, ownership, and support are used in recent work.
- Sustained and improved
- Examples over time show the practice continuing across people or teams, with feedback used to improve it.
- Not sure / need evidence
- We do not have enough evidence, or perspectives differ. This is different from knowing a practice is absent.
Look for examples and exceptions. A written policy alone does not demonstrate that a practice is used.
Use process summaries. Keep student names, accommodation information, disability disclosures, and case records in approved institutional systems. Responses stay in this browser and are not sent to the Institute or synced to your member account.
Your draft saves in this browser as you make changes.
Choose a response for each area
0 of 6 capabilities answered
Your self-reported snapshot
Your starting point
Developmental baseline
Not validated. This self-reported result is for reflection within the scope reviewed. Do not use it to rank organizations.
Self-reported strengths
Indicators rated 3 or 4 suggest practices to sustain and verify.
Improvement opportunities
Indicators rated 0–2 suggest practices to develop or support.
Evidence to clarify
These responses describe your current view. Check them with the people involved and the evidence available; they have not been independently verified.
| Area | Your response | Example or evidence to check |
|---|
Choose one place to begin
Consider the impact on people, how often a barrier recurs, who can make a change, and the support available. You choose the priority; the tool does not rank the areas.
From reflection to practice