An Equally Effective Alternative Action Plan (EEAAP) is a document that is used when there is an accessibility barrier in a technology (technology that is not able to be used by an individual or group with a disability). The document details the accessibility barrier, describes an alternative way to ensure the participation of the individual/people with a disability, lists the person/people responsible for carrying out the alternative action plan, and provides a timeline for addressing unexpected obstacles that may arise. The following template describes the components and descriptive requirements for an EEAAP suitable for use with immersive technologies.
Describe specifically what part of the system, software, or process is a known accessibility issue and is not accessible per Section 508 and CSU ATI standards. (Information on Section 508 and ATI standards can be found at CSU Accessible Electronic and Information Technology (E&IT) Procurement.)
Example: [Insert game name] requires two hand controllers be used. There is no alternative means of controlling the game.
List the person(s) or groups who may/will be affected by this issue, including the total number of affected persons. Groups may be specific (e.g., IT employees, Engineering students, etc.) or general (e.g., members of the general public, visitors, students, CSU employees, etc.).
Example: The student has only one hand and will not be able to play the game.
List the name(s) and title(s) of the campus employee(s) and faculty who will be responsible for providing equally effective alternate access for the specified known accessibility issue as described below in Number 4.
Example: The instructor will be responsible for providing equally effective access for the student. They will also be in communication with disability services in case any issues arise.
Describe in detail how the responsible department(s)/person(s)’s equally effective alternate access will be communicated and what will be provided.
Example: The purpose of playing this game is to discuss ideas of embodiment and its ethical implications. As a result, the student will play another game, provided to them via the library, to familiarize themselves with VR as a technology but will also observe a classmate play through the selected game for the course. This will entail watching a peer’s play-through on a monitor, while also observing the game’s physical demands and their peer’s physical interactions while playing.
List any resources required (including training, equipment, additional staff, etc.) to provide equally effective alternate access for the known issue.
Example: The student will be partnered with a classmate. Because the students have to reserve headsets, the student will coordinate with their partner to arrange a time to play the selected game.
Provide a brief description or any relevant information regarding repair of the issue by the vendor or third party service provider as well as the completion date. Information regarding local repair solutions can also be included here (ex: an in-house developer creates an extension to solve the issue)
Example: There is not currently any intention on the part of the game developer to fix this issue at the moment. Accessibility in immersive technologies is still a developing effort.
A timeline to plan, create, implement, and follow up on issues that may arise in the current accommodation plan.
Example: Due to the time constraint of the semester, should an irreparable issue arise, the student will be brought into a meeting with the instructor and a representative from disability services. An alternative assignment will be discussed and approved within a two week window. If necessary, they will be provided an extension to complete this alternative assignment.
Penn State’s EEAAP page
California State University’s Equally Effective Alternate Access Plan (EEAAP) template