Accommodation & Accessibility Policy

In compliance with the Standards for ASHA Continuing Education Providers, the American Board of Stuttering, Cluttering, and Fluency Disorders is committed to removing barriers to full participation in continuing education programs by providing reasonable accommodations, accessible materials and environments, and clear processes for identifying and responding to individual needs. Accessibility is integrated into all stages of CE—from planning through post-course evaluation.

1. Purpose

To ensure that all continuing education (CE) activities offered or approved by the Board are accessible, inclusive, and equitable for learners with diverse needs and abilities, including but not limited to individuals with disabilities. This policy promotes a culture of accessibility in CE planning, implementation, and follow-up and aligns with the standards and requirements for continuing education.

2. Definitions

• Accommodations: Reasonable adjustments or supports that enable individuals with disabilities or specific access needs to participate fully in CE activities (e.g., CART, accessible materials, captioning).
• Accessible Materials: Course content provided in formats that meet diverse learner needs (e.g., large print, digital text compatible with screen readers).
• Inclusive Design: Course design practices that consider the diversity of learners and proactively minimize barriers to participation.

3. Scope

This policy applies to all continuing education activities that the Board approves, sponsors, or oversees, whether delivered in-person, virtually, or in hybrid formats. It covers course materials, physical and virtual spaces, registration processes, and learner interactions before, during, and after the educational activity.

4. Accessibility Planning Standards

a. Course Design & Development

• CE planners must integrate universal design and inclusive practices into course development.
• Courses should offer flexible learning options to accommodate different learning styles and needs.
• Selection of dates/times should consider major religious observances and other scheduling needs.

b. Physical & Virtual Space Accessibility

• All venues must be physically accessible (wheelchair access, appropriate seating, assistive listening devices, accessible restrooms).
• Virtual platforms must be compatible with screen readers, support accessible navigation, and include captioning/alt text capabilities where appropriate.

c. Registration & Pre-Course Communications

• Registration processes must allow learners to identify accommodations they need (e.g., CART, wheelchair access, accessible materials).
• Learners should be informed in advance about available accessibility services and how to request them.
• Registration forms should allow learners to indicate honorifics and preferred pronouns.

d. Instructor & Presenter Support

• Organizers must ensure that presenters are aware of accessibility needs, and provide them opportunities to communicate their own access requirements.
• Presenters must supply accessible copies of slides, speaking notes, and other resources in advance.

5. Accommodations Implementation

• The organization will coordinate necessary supports such as CART, captioning, alternative format materials, and other reasonable accommodations on request.
• Pre-event coordination meetings will occur when needed to ensure all supports are in place prior to the CE activity.

6. Reporting & In-Event Support

• Mechanisms must be available during CE activities for learners to report accessibility needs or challenges in real time.
• Facilitators and staff should be trained to respond appropriately to such reports.

7. Post-Course Accessibility

• Post-course materials (recordings, transcripts, evaluations) shall maintain accessibility standards (e.g., verified captions, accessible survey tools).
• Accessibility feedback will be collected as part of program evaluation and improvement processes.

8. Communication & Transparency

• Information about accessibility services and how to request them must be prominently communicated in promotional materials, registration materials, and event notices.
• Policies and procedures related to accessibility should be included in CE program documentation and shared with planners, instructors, and learners as appropriate.

9. Responsibilities

• The Board (or designated committee) is responsible for oversight and periodic review of this policy.
• CE planners and organizers are responsible for operational implementation of accommodations and accessibility practices.
• Learners are responsible for requesting accommodations in a timely manner to facilitate adequate planning.

10. Review & Revision

This policy will be reviewed at least annually to ensure it reflects current best practices, legal requirements, and organizational values for accessibility and inclusion.