CERTIFIED PROFESSIONAL

IN ACCESSIBILITY
CORE COMPETENCIES

Body of Knowledge
March 2020

United in Accessibility
www.accessibilityassociation.org
 Certified Professional in Accessibility Core Competencies
International Association of Accessibility Professionals

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Table of Contents
1. The Purpose of this Document ........................................................................ 1
2. IAAP Exam Preparation Resources .................................................................2
3. About the CPACC Credential ...........................................................................3
3.1. The CPACC Exam Content at a Glance ...................................................................3

3.1.1. Disabilities, Challenges and Assistive Technologies (40% of the exam) ...................................................... 3

3.1.2. Accessibility and Universal Design(40% of the exam)........................................................................................ 4

3.1.3. Standards, Laws, and Management Strategies(20% of the exam) ................................................................ 4

3.2. Additional Information .............................................................................................. 4

4. Disabilities, Challenges, and Assistive Technologies ................................. 5

4.1. Theoretical Models of Disability ...............................................................................5

4.1.1. Medical Model ...................................................................................................................................................................... 6

4.1.2. Social Model .........................................................................................................................................................................7

4.1.3. Biopsychosocial Model.................................................................................................................................................... 8

4.1.4. Economic Model ................................................................................................................................................................ 9

4.1.5. Functional Solutions Model ........................................................................................................................................... 9

4.1.6. Social Identity or Cultural Affiliation Model ...........................................................................................................10

4.1.7. Charity Model .....................................................................................................................................................................11

4.2. Categories and Characteristics of Disabilities and Associated Barriers ......11

4.2.1. Visual Disabilities ..............................................................................................................................................................13

4.2.2. Auditory Disabilities .......................................................................................................................................................16

4.2.3. Deaf-blindness ..................................................................................................................................................................18

4.2.4. Speech Disabilities ..........................................................................................................................................................19

4.2.5. Mobility, Flexibility, and Body Structure Disabilities .........................................................................................21

4.2.6. Cognitive Disabilities.....................................................................................................................................................24

4.2.7. Seizure Disabilities ...........................................................................................................................................................31

4.2.8. Psychological / Psychiatric Disabilities .................................................................................................................33

4.2.9. Multiple / Compound Disabilities.............................................................................................................................36

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4.3. Assistive Technologies and Adaptive Strategies ............................................. 37

4.3.1. Visual Disabilities Assistive Technologies and Adaptive Strategies............................................................38

4.3.2. Auditory Disabilities Assistive Technologies and Adaptive Strategies.....................................................42

4.3.3. Deaf-Blindness................................................................................................................................................................ 44

4.3.4. Speech Disabilities Assistive Technologies and Adaptive Strategies .......................................................45

4.3.5. Mobility, Flexibility and Body Structure Assistive Technologies and Adaptive Strategies...............47

4.3.6. Cognitive Disabilities Assistive Technologies and Adaptive Strategies .................................................. 50

4.3.7. Seizure Disabilities Assistive Technologies and Adaptive Strategies ........................................................56

4.3.8. Psychological / Psychiatric Disabilities Assistive Technologies and Adaptive Strategies................56

4.3.9. Multiple / Compound Disabilities Assistive Technologies and Adaptive Strategies ...........................57

4.4. Disability Demographics and Statistics.............................................................. 58

4.5. Disability Etiquette ..................................................................................................60

5. Accessibility and Universal Design ............................................................... 61

5.1. Individual Accommodations versus Universal Design ...................................... 61

5.2. Benefits of Accessibility ......................................................................................... 62

5.3. Web Accessibility .....................................................................................................64

5.4. Accessibility for the Built Environment .............................................................. 66

5.5. Principles of Universal Design ............................................................................... 66

5.6. Universal Design for Learning ............................................................................... 68

5.6.1. Principles of Universal Design for Learning ..........................................................................................................69

5.6.2. Usability and User Experience (UX) ........................................................................................................................71

6. Standards, Laws, and Management Strategies ......................................... 73

6.1. International Declarations and Conventions on Disability Rights ................ 73

6.1.1. The Universal Declaration of Human Rights .......................................................................................................... 74

6.1.2. Convention on the Rights of Persons with Disabilities (CRPD)..................................................................... 74

6.1.3. The Marrakesh Treaty..................................................................................................................................................... 75

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6.2. Regional Instruments on Human and Disability Rights .................................. 76

6.2.1. Charter of Fundamental Rights of the European Union ..................................................................................77

6.2.2. The African Charter on Human and People’s Rights........................................................................................78

6.2.3. The Inter-American Convention on the Elimination of All Forms of Discrimination Against Persons
with Disabilities .............................................................................................................................................................................78

6.3. National and Provincial Instruments on Disability Rights ..............................80

6.3.1. The Equality Act 2010.....................................................................................................................................................81

6.3.2. The Americans with Disabilities Act of 1990 .......................................................................................................82

6.3.3. Ontarians with Disabilities Act of 2001..................................................................................................................83

6.4. Domain-Specific and Government Procurement Laws and Regulations ...84

6.4.1. Examples of Domain-Specific Laws .........................................................................................................................84

6.4.2. Examples of Procurement Laws ...............................................................................................................................84

6.5. Applying Accessibility Standards and Regulations to ICT ............................ 85

6.6. Integrating ICT Accessibility Across the Organization ................................... 88

6.6.1. Resources ...........................................................................................................................................................................88

6.6.2. W3C Web Accessibility Initiative Recommendations ......................................................................................89

6.6.3. European Agency for Special Needs & Inclusive Education Guidelines ................................................. 90

6.6.4. The Capability Maturity Model for Software, Adapted ...................................................................................92

6.6.5. Business Disability Forum’s Accessibility Maturity Model ............................................................................93

6.6.6. The Importance of Management Champions .....................................................................................................95

6.6.7. Evaluating for Accessibility .........................................................................................................................................96

6.6.8. Recruiting and Hiring ....................................................................................................................................................97

6.6.9. Communication Management Strategies .............................................................................................................98

6.6.10. Legal & Public Relations Implications...................................................................................................................99

6.6.11. Procurement Processes ...............................................................................................................................................99

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1. The Purpose of this Document

This Body of Knowledge document outlines the knowledge and skills expected

document are to:

• List the categories of information covered in the exam

•
• Recommend study tasks

•
The Body of Knowledge is an open resource that is designed to be a starting point when

that should be mastered to indicate possession of core competencies expected of

prepare for the exam and provides references to resources for additional learning and

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2. IAAP Exam Preparation Resources

Outline to determine where they should spend their time studying information that is new

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3. About the CPACC Credential

•
•
• Consumers and industrial design

•
•

3.1. The CPACC Exam Content at a Glance

3.1.1. Disabilities, Challenges and Assistive Technologies
(40% of the exam)
• Theoretical Models of Disability
•
•
•
• Disability Etiquette

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3.1.2. Accessibility and Universal Design

(40% of the exam)
•
•
•
•
•
•
3.1.3. Standards, Laws, and Management Strategies
(20% of the exam)
•
• Categories of Disability Laws and Regulations

•
•

3.2. Additional Information

•
•
•
•
•
•
•
•

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4. Disabilities, Challenges, and

Assistive Technologies
4.1. Theoretical Models of Disability
Recommended Study Tasks

•
•
•

•
Overview
Theoretical models of disability provide perspectives and frameworks through which to

Resources

•
Reviews in Musculoskeletal Medicine:

•
•
•

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•
Education:

Additional Reading

•
•
• Travability Blog:

4.1.1. Medical Model

From Disabled World: “The medical model is presented as viewing disability as a

which therefore requires sustained medical care provided in the form of individual

From the US National Institutes of Health: “One result of the common medical

met with pitying attitudes or incredulity if they speak about anything positive related to

From the University of Leicester, UK: “The medical model of disability views disability

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Strengths

Weaknesses
The medical model treats disability as a problem or inherent characteristic of the

overlooking the broader sociopolitical constraints imposed by unwelcoming or

4.1.2. Social Model

From Disabled World:

as a socially created problem and a matter of the full integration of individuals into

the management of the problem requires social action and is the collective responsibility

From the University of Leicester, UK: “This model draws on the idea that it is society

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•
student can read them;

•
look up unfamiliar terminology before the lecture and gives them an idea of the

retain the information;

Strengths

makes it clear that the barriers and challenges experienced by people with disabilities

that the world is designed to accommodate a wide range of human characteristics and

Weaknesses
The social model of disability can tend to downplay the embodied aspects of disabilities

4.1.3. Biopsychosocial Model

disability and integrates the social and medical models:

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4.1.4. Economic Model

Strengths

Weaknesses

4.1.5. Functional Solutions Model

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Strengths

Weaknesses

4.1.6.

Other people with disabilities may also feel a sense of belonging to a community with

Strengths

and uses it as a point of pride in being associated with other people in a similar

Weaknesses
The sense of belonging felt by one group of people can be counterbalanced by a feeling

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4.1.7. Charity Model

The charity model regards people with disabilities as unfortunate and in need of

Strengths

Weaknesses

4.2. Categories and Characteristics of

Disabilities and Associated Barriers
Recommended Study Tasks

•
•

• Describe the accessibility challenges faced by people with disabilities of a given

Overview

of disabilities along with the barriers people with disabilities often face to full participation

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Resources

• Disability Categories

Additional Reading

•
•
•
•

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4.2.1. Visual Disabilities

Overview
Visual disabilities are sensory disabilities that can range from some amount of vision

Blindness

Blindness is a sensory disability

Characteristics:

Demographics:

•
whom at least 1 billion have a vision impairment that could have been prevented

• The 1 billion people with vision impairment includes those with moderate or
severe distance vision impairment or blindness due to unaddressed refractive

•
Color Blindness

Characteristics:

Demographics:

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Low Vision

Characteristics:

Demographics:

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Barriers for People with Visual Disabilities

Resources on Visual Disabilitiess

•
•
Low Vision and Legal Blindness Terms and Descriptions

• Color Blindness

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4.2.2. Auditory Disabilities

Overview

Deafness

Characteristics:

Hard of Hearing

Characteristics:

Demographics:

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Central Auditory Processing Disorder

Characteristics:

Demographics:

Barriers for People with Auditory Disabilities

•
•
•

•
•

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Resources on Auditory Disabilities

•
•
•

4.2.3. Deaf-blindness
Overview

a sensory disability that includes both deafness and

Characteristics:

access conversations (the deafblind person would feel the hands of the other person

Demographics:

Barriers for People with Deaf-Blindness

•
•
•
•

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Resources on Deaf-blindness

•
•
•

4.2.4. Speech Disabilities

Overview

Articulation

• A speech sound disorder:

• A phonological process disorder:

• A motor speech disorder:

Characteristics:

•
•
• Distorting sounds in words
•

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Demographics:
Communication Disorders indicate that the prevalence of speech sound disorders

Aphasia

Characteristics:

Demographics:

•
•

No Speech

Characteristics:

Demographics:

Barriers for People with Speech Disabilities

•
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Resources on Speech Disabilities

•
•
•
Communication Disorders:

•
4.2.5. Mobility, Flexibility, and Body Structure Disabilities
Overview

Manual Dexterity/Fine Motor Control

Characteristics:

Demographics:

Ambulation

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Characteristics:

Demographics:

Muscle Fatigue

Characteristics:

Demographics:

Body Size or Shape

Body size or shape disabilities are disabilities caused by a variety of

Characteristics:

Demographics:

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Barriers for People with Body Size or Shape Disabilities

•
•

•
•
Resources on Mobility, Flexibility and Body Structure Disabilities

• Motor Disabilities

•
•

•
•
• Disability and Obesity

• Mayo Clinic:

• Mayo Clinic:

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4.2.6. Cognitive Disabilities

Overview
Cognitive disabilities may occur on their own or result from a variety of conditions or

Intellectual Disabilities

individual has intellectual disability if he or she meets three criteria:

•
•

•
Characteristics:
children with an intellectual disability may:

•
•
•
•
•
•
Demographics:

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Reading and Dyslexia

the context of dementia; this contrasts with individuals with dyslexia who simply were

Characteristics: Reading disabilities may include an inability to perceive text or to

Demographics:

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Math and Computation

Characteristics:
common signs of dyscalculia include:

• Trouble grasping the meaning of quantities or concepts like biggest vs smallest

•
•
•
•
•
•

Demographics:

•
• Distractibility
•
•
Demographics:

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Autism Spectrum Disorders

narrow range of interests and activities that are both unique to the individual and

profound impairment to superior levels

Characteristics:

•
•
•
•
•

•
•
•
•
•
•
•
Demographics:

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Non-verbal Learning Disability

Characteristics:

•
• Excellent memory skills
•
•
• Concrete thinking
•
•
•
•
Demographics:

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Barriers for People with Cognitive Disabilities

•
•
•

•
•
•

•
•

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Resources on Cognitive Disabilities

• National Institute for Learning Development Canada: Learning Disabilities

• Understood: What is Dyscalculia?

• Understood: Dysgraphia: What You Need to Know

• World Health Organization: Neurological Disorders Public Health Challenges

• LearningDisability.co.uk: Learning Disability:

A Very Brief Guide to Learning Disability

• UK National Health Service: Overview: Learning Disabilities

• National Center on Birth Defects and Developmental Disabilities, Centers for

Disease Control and Prevention: Facts About Intellectual Disability

• National Institute for Learning Development Canada: Learning Disabilities

• National Institute of Neurological Disorders and Stroke:

Dyslexia Information Page

• National Institute of Neurological Disorders and Stroke (NINDS):

Dysgraphia Information Page

• National Resource Center on ADHD: About ADHD

• World Health Organization, Fact Sheet: Autism Spectrum Disorders

• US Centers for Disease Control and Prevention:

Signs and Symptoms of Autism Spectrum Disorders

• Autism Europe: Prevalence Rate of Autism

• University of Michigan, Michigan Medicine, YourChild Development and Behavior

Resources: Non-verbal Learning Disability

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4.2.7. Seizure Disabilities

Overview

General Seizure Disorders

Characteristics:
symptoms during a seizure can include:
• Visual hallucinations
•
• Convulsions
• Loss of muscle tone
•
•
• Biting the tongue
• Loss of control of the bladder or bowels
Demographics:

childhood or in late adulthood

Photosensitive Epilepsy

who have photosensitive epilepsy: people who only have seizures triggered by

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Characteristics:

Demographics:

Barriers for People with Seizure Disabilities

•
•

Resources on Seizure Disabilities

• Mayo Clinic: Diseases and Conditions:

•
•

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4.2.8. Psychological / Psychiatric Disabilities

Overview

Social Disabilities

Characteristics:

•
•
•

•
•
Demographics:

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Emotional Disabilities

following characteristics over a long period of time and to a marked degree that

•
•
•

Characteristics:
of the characteristics and behaviors seen in children who have an emotional disturbance
include:

•
•
•
•
•
Demographics:

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Behavioral Disabilities

Behavioral disorders involve a pattern of disruptive behaviors in children that last for

Characteristics:
disorder may:

• Be inattentive
• Be hyperactive
•
•
•
• Commit crimes

Demographics:

Barriers for People with Psychological / Social Disabilities

•
• Lack of knowledge among healthcare providers for accurate diagnoses and

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Resources on Psychological / Psychiatric Disabilities

•
• Emotional Disturbance

•
• Behavioral Disorders

4.2.9. Multiple / Compound Disabilities

•
•
• Motor skills
•
• Communication skills

Resources on Multiple / Compound Disabilities

• Multiple Disabilities

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4.3. Assistive Technologies and Adaptive

Strategies
Recommended Study Tasks

•
•

Overview

Resources

•
•

Additional Reading

•
•
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4.3.1. Visual Disabilities Assistive Technologies and

Adaptive Strategies
Blindness and Low Vision Challenges and Solutions

Cannot use screen readers on interfaces and digital content not designed with
accessibility in mind:

kiosks:

Cannot see when walking:

•
•
•

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• Map and geolocation applications on mobile devices can announce the names

dishwashers:

•
•
•
Cannot read the text on the containers or packaging for consumer items such as

Cannot read money to determine its value:

•
•
textures to allow people to distinguish the value based on touch or by using a

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• Optical character recognition software can convert scanned images of text into

Cannot tell the color of a clothing item:

• Mobile apps can recognize colors through cameras on mobile devices and speak

Assistive Technologies and Adaptive Strategies

•
• Canes
•
•
• Tactile markers
• Braille signage
• Refreshable braille (note that only a minority of people with blindness know how

• Keyboard with large printed letters on keys

•
•
• Voice output
•
•
• Color and contrast controls
•
• Vision correction
• Large print

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Colorblindness Challenges and Solutions

•
Assistive Technologies and Adaptive Strategies

•
•
•
•
•
•
•

•
•

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4.3.2. Auditory Disabilities Assistive Technologies and

Adaptive Strategies
Deafness and Hard of Hearing Challenges and Solutions

•
•
Cannot hear the audio portion of videos:

•
•
•

Assistive Technologies and Adaptive Strategies

• Video conferencing for signing

•
• Teletype
• Captions for videos
• Transcripts for video or audio
•
•
•
•
•
• Cochlear implants
• Voice carryover
•
•
•
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Central Auditory Processing Disorder Challenges and Solutions

Assistive Technologies and Adaptive Strategies

•
• Captions

•
•
•
•
•
•

•
•
•

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4.3.3. Deaf-Blindness
Challenges and Solutions

Assistive Technologies and Adaptive Strategies

•
• Refreshable braille keyboard
•
•
• Cane
•
• Tactile navigation aids
• Tactile sign language interpretation
• Deafblind communicator
• Transcripts for video or audio converted to braille

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•
•
•

•
•

4.3.4. Speech Disabilities Assistive Technologies and

Adaptive Strategies
Challenges and Solutions

comprehension takes place:

•
Cannot use screen readers on digital content and interfaces not designed with
accessibility in mind:

•
compatible with the assistive technologies used by those with speech and

•
•
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Assistive Technologies and Adaptive Strategies

•
•
•
• Voice carryover
•
•
• Electronic communication boards
•
• Keyboards with speech generating functionalities
•

•
•

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4.3.5. Mobility, Flexibility and Body Structure Assistive

Technologies and Adaptive Strategies
Manual Dexterity / Fine Motor Control
Assistive Technologies and Adaptive Strategies

•
•
• Voice control
•
• Eye tracking
• Voice recognition software
•
• Bubble and area cursors
• Customizable keyboard
•
• Mouth stick
•
•
•
• Oversized mouse or trackball
•
• Timing controls
•
•

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Ambulation Assistive Technologies and Adaptive Strategies

•
• Canes
• Crutches
• Manual and electric wheelchairs
• Motorized scooters
•
•
• Lift chairs
• Exoskeletons

Muscle Fatigue Assistive Technologies and Adaptive Strategies

• Mouth sticks
•
•
•
• Oversized trackball mouse
•
•
• Voice recognition software

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Body Size Assistive Technologies and Adaptive Strategies

•
•
•
•
•
• Cane
• Crutch
•
•
• Bedpan or urinal
•
• Respirator
• Elevator
• Chairlift

Body Shape or Form Assistive Technologies and Adaptive Strategies

• Canes
• Crutches
• Braces and splints
• Reachers
• Taller chair legs
• Large buttons
• Button hooks
• Velcro closures
•

•
•

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4.3.6. Cognitive Disabilities Assistive Technologies and

Adaptive Strategies
Intellectual Disabilities Assistive Technologies and Adaptive Strategies

•
•
•
•
•
•
• Direct and immediate help

For Communication:

•
•
• Checking for understanding
• Choosing a quiet location for communicating
•
•
• Computerized voice output communication aids
•

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For Mobility:

•
•
• Computer cueing systems and robots to guide users with intellectual disabilities

For Environmental Control:

• Electrical appliance control systems

•
•
For Activities of Daily Living:

•
•
•
For Education:

•
skills

For Employment:

•
•

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Reading and Dyslexia Challenges and Solutions

• Can use a special font developed for dyslexia which weights the letters down and

•
•
Requires additional time to read and process content:

•
• Can use voice output technology to reinforce reading content with the audible

• Can use enhanced visible focus indicators to keep track of their position on the

•
•

• Can use voice output technology to reinforce reading content with the audible

•
•

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Assistive Technologies and Adaptive Strategies

•
•
•
• Digital highlighters that instantly transfer words on paper to a digital device for

•
•
•

Math and Computation Challenges and Solutions

• Can read data in a data table or text description as an alternative to graphic

•
•
•

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Assistive Technologies and Adaptive Strategies

•
•
•
•
• Talking calculators
• Math notation tools
•
• Drawing tools
•
•
•
• Dictation tools

• Electronic math worksheet software

•
•
•
•
•
•
•

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Autism Spectrum Disorder Assistive Technologies and Adaptive Strategies

• Dry erase boards

• Clipboards
•
•
•
• Laminated pictorial representations and photographs
•
•
• Timers
• Calculators
• Voice output devices
• Video cameras
• Computers
•
Non-Verbal Learning Disabilities Assistive Technologies and Adaptive Strategies

•
Emerging Technologies and Cognitive Disabilities

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4.3.7. Seizure Disabilities Assistive Technologies and

Adaptive Strategies
General Seizure Disorders Assistive Technologies and Adaptive Strategies

• Mobile digital diary apps with reminders

•
•
•
•
Photosensitivity Epilepsy Assistive Technologies and Adaptive Strategies

•
• Monitor glare guards
•

•
• Devices and Equipment

4.3.8. Psychological / Psychiatric Disabilities Assistive

Technologies and Adaptive Strategies
Social Disabilities

•
•
Emotional Disabilities

•
• Reminder devices
• Voice recognition software
•

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Behavioral Disabilities

• Behavior chart
•
•
•
• Music
•
• Rewards such as video and arcade games

•
4.3.9. Multiple / Compound Disabilities Assistive
Technologies and Adaptive Strategies
•
•
• Communication aids
•
• Other types of adaptive equipment

Resources on Assistive Technologies and Adaptive Strategies for Multiple or

Compound Disabilities

•
•

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4.4. Disability Demographics and Statistics

Recommended Study Tasks

Overview

Disability statistics generally highlight country and trend data in an attempt at addressing
questions such as:

•
•

•
•
•
•

Data regarding the functional status of people needs should be taken as a key input

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Resources

• Eurostat:

•
•

•
•
Additional Reading

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4.5. Disability Etiquette

Recommended Study Tasks
Describe and follow disability etiquette guidelines for interacting with people with

Overview
Disability etiquette is a set of guidelines on how to approach a person with disabilities

•
•
•

•
•
Resources

• Disability Etiquette

• Etiquette

•
•
Additional Reading

•
•

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5. Accessibility and Universal Design

5.1. Individual Accommodations versus
Universal Design
Recommended Study Tasks

•
•
•

•
Overview

Design:

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Resources

•
•
•
•
•
•
•

Additional Reading

•
•
•

5.2. Benefits of Accessibility

Recommended Study Tasks

•
•

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Overview

• Council of Canadians with Disabilities:

•
•

•
•

Additional Reading

•
•

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5.3. Web Accessibility

Recommended Study Tasks

Overview

•
•
•

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Resources

•
•
WCAG 2.1 at a Glance

Perceivable:

•
•
•
•
Operable:

•
•
•
•
•
Understandable:

•
•
•
Robust:

• Maximize compatibility with current and future user tools

Resources on WCAG 2.1

•
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5.4. Accessibility for the Built Environment

Recommended Study Tasks

• Demonstrate a basic understanding of physical accessibility principles and

•
Overview

Resources

• The Council of Europe:

5.5. Principles of Universal Design

Equitable Use

•
•

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Flexibility in Use

•
•
•
•
Simple and Intuitive Use

•
•
•
•
•
Perceptible Information

•
•
•

Tolerance for Error

•
•
•
•

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•
•
•
•
Size and Space for Approach and Use

•
•
•
Resources on Universal Design

5.6. Universal Design for Learning

Recommended Study Tasks

•
Overview

According to The Center for Applied Special Technology (CAST):

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Resources

•
•

5.6.1. Principles of Universal Design for Learning

Recommended Study Tasks

•
•
Overview

Provide Multiple Means of Engagement

is not one means of engagement that will be optimal for all learners in all contexts;

Instructors should provide options for:

•
•
•

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Provide Multiple Means of Representation

Instructors should provide options for:

•
• Language and symbols

• Comprehension through the design and presentation of information that builds

Provide Multiple Means of Action and Expression

and express what they know.

there is not one means of action

and expression that will be optimal for all learners; providing options for action and

•
• Learners to express themselves and communicate

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5.6.2. Usability and User Experience (UX)

Recommended Study Tasks

•
•
Overview

•
•
•
•

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• accessibility standards sites should conform to in

Resources

•
•

•
•

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6. Standards, Laws, and Management

Strategies
6.1. International Declarations and
Conventions on Disability Rights
Recommended Study Tasks

• Explain the main purpose and protections of the Convention on the Rights of

Overview

recently that people with disabilities have been protected in international human

Disabilities was developed in response to concerns that there was no legally binding
convention on protecting and recognizing the rights of people with disabilities in the

Resources

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• The Treaty of Marrakesh Explained

•
Development:

6.1.1. The Universal Declaration of Human Rights

6.1.2. Convention on the Rights of Persons with Disabilities

(CRPD)

capable of claiming those rights and making decisions for their lives based on their free

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6.1.3. The Marrakesh Treaty

people who have vision or other print disabilities have access to books and other printed

states that:

humanitarian and social development dimension and its main goal is to create a set

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6.2. Regional Instruments on Human and

Disability Rights
Recommended Study Tasks

•
Overview

Resources

•
•

• Council of Europe:

Additional Reading

•
Combatting Disability Discrimination and Realising

Law

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6.2.1. Charter of Fundamental Rights of the European Union

Europe’s Equality and Human Rights Commission describes the Charter:

• The fundamental rights and freedoms recognised by the European Convention on

•
protections of rights which exist in the common law and constitutional law of the

•
•
•

Article 26:

Article 21:

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6.2.2. The African Charter on Human and People’s Rights

persons:

ARTICLE 2:

6.2.3. The Inter-American Convention on the Elimination

of All Forms of Discrimination Against Persons with
Disabilities

Article II:

Article III:

•
needed to eliminate discrimination against persons with disabilities and to

• Measures to eliminate discrimination gradually and to promote integration by

activities;

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•
communication obstacles to facilitate access and use by persons with disabilities;
and

• Measures to ensure that persons responsible for applying this Convention and

• To work on a priority basis in the following areas:

•
•
and the provision of comprehensive services to ensure the optimal level of
independence and quality of life for persons with disabilities; and

persons with disabilities;

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6.3. National and Provincial Instruments on

Disability Rights
Recommended Study Tasks

•
Overview
Civil rights protections for people with disabilities have spread rapidly across many

The shift from the medical to the social model of disability is a main driver of the

and disability discrimination laws are considered a truly new development in disability

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Resources

•
•
•

•
•
•
•

6.3.1. The Equality Act 2010

Text reads:

strategic decisions about the exercise of their functions to have regard to the

law and restate the greater part of the enactments relating to discrimination and
harassment related to certain personal characteristics; to enable certain employers

female employees; to prohibit victimisation in certain circumstances; to require the

exercise of certain functions to be with regard to the need to eliminate discrimination
and other prohibited conduct; to enable duties to be imposed in relation to the
exercise of public procurement functions; to increase equality of opportunity; to
amend the law relating to rights and responsibilities in family relationships; and for

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Section 4 of the Act articulates which characteristics of persons are protected:

• age
• disability
• gender reassignment
• marriage and civil partnership
• pregnancy and maternity
• race
• religion or belief
• sex
• sexual orientation

6.3.2. The Americans with Disabilities Act of 1990

disabilities have been precluded from doing so because of discrimination; others who
have a record of a disability or are regarded as having a disability also have been

individuals with disabilities continue to be a serious and pervasive social problem;

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public services;

discrimination on the basis of disability have often had no legal recourse to redress
such discrimination;

denies people with disabilities the opportunity to compete on an equal basis and

6.3.3. Ontarians with Disabilities Act of 2001

preamble reads:

Ontarians with disabilities experience barriers to participating in the mainstream of

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to build on what it has already achieved together with those sectors and to move
towards a province in which no new barriers are created and existing ones are

6.4. Domain-Specific and Government

Procurement Laws and Regulations

6.4.1.

•
•

6.4.2. Examples of Procurement Laws

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6.5. Applying Accessibility Standards and

Regulations to ICT
Recommended study tasks

•
•
Overview

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websites and applications include:

• Ensuring websites and applications are accessible

•
•
•

persons with disabilities including:

• Computers and operating systems

•
•
•
• TV equipment related to digital television services
• Telephony services and related equipment
•
consumer equipment
•
• Banking services
•
•

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Resources

•
•

•
•
•

Additional Reading

•
•

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6.6. Integrating ICT Accessibility Across the

Organization
Recommended Study Tasks

•
•
Overview

This section presents recommendations for designing and implementing organizational

recommended you work with one that best meets the culture and needs of your

6.6.1. Resources
•

• Making your

•
•

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6.6.2. W3C Web Accessibility Initiative Recommendations

accessibility program:

Initiate

• Learn the basics

• Explore the current environment
•
• Develop the business case
• Raise awareness
•
•

• Create an accessibility policy

•
• Determine budget and resources
• Review environment
• Review websites
• Establish a monitoring framework
• Engage with stakeholders
•

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• Build skills and expertise

•
•
• Evaluate early and regularly
•
• Track and communicate progress
•

• Monitor websites
• Engage with stakeholders
• Track standards and legislation
•
•
6.6.3. European Agency for Special Needs & Inclusive
Education Guidelines

•
•
• Make someone responsible for implementing the information accessibility plan

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• Embed accessibility into your information production and dissemination

•
•

1. Policy

•
•
• Develop a procurement policy that covers accessibility compliance for products

2. Plan

•
• Ensure the person or team responsible for the plan has authority and

3. Practice

•
•
•
•
•
•
•
• Conduct accessibility testing before releasing any services or publishing any

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6.6.4. The Capability Maturity Model for Software, Adapted

Maturity Levels
1. Initial

•
provide a stable environment for developing and maintaining accessible

• Repeatable

2. Policies are in place for managing projects and procedures for ICT
accessibility. Processes can be characterized as:

•
• Documented
• Enforced
• Trained
• Measured
•
3.

4. Managed

5. Optimizing

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Key Practices

following common features and what they typically involve:

1. Commitment to perform

2. Ability to perform

3. Activities performed

4. Measurement and analysis

5. Verifying implementation

6.6.5. Business Disability Forum’s Accessibility Maturity

Model

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Accessible Technology Charter

technology strategy which includes the following commitments to accessibility:

build relationships with supply partners to develop and deliver accessible products

works and share our learning with the Technology Taskforce

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Accessibility Maturity Model

•
•
•
•
•
6.6.6. The Importance of Management Champions
Launching and sustaining an accessibility program requires champions from key

accessibility so they can both understand the levels of accessibility within their area of

Champions within the organizations become advocates during the accessibility adoption

• Build a vision and align implementation strategies

•
•

• Lead the adoption of an accessibility maturity model

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6.6.7. Evaluating for Accessibility

other organizations:

• Create reusable design and code libraries that help developers code for

•
•

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6.6.8. Recruiting and Hiring

Recruiting and Including People with Disabilities

•
•
•
•

• Ensure hiring and supervising managers understand their obligations for

Recruiting People with Digital Accessibility Skills

skill may include:

•
• Development using frameworks and libraries
•
•
•
presentations
•

•
•
•
•

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6.6.9. Communication Management Strategies

•
should:

•
•
•
• Ensure the accessibility of websites and all the media types it contains or

•
•
•

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6.6.10. Legal & Public Relations Implications

organization beyond increasing the attractiveness of a product or service to a wide

Recommendations:

•
•
•

• Capitalize on the positive public relations that accessibility brings your

6.6.11. Procurement Processes

• Best practices for procuring accessible products and services include:

•
•
•
•
•

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IAAP 101
CERTIFIED PROFESSIONAL
IN ACCESSIBILITY
CORE COMPETENCIES

United in Accessibility

www.accessibilityassociation.org