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Disability Inclusion · Capstone
Take a cross-functional team from choosing one recurring barrier to presenting a plan that removes it, with the people it affects shaping every step.
48–56 minutes · 5 lessons · Voluntary learning
Pick one recurring barrier your team can actually change, and describe who meets it and what it costs them before proposing anything.
Trace the barrier from what people experience to the process, ownership and default that create it, using the inaccessible team meeting as the case.
Move from consulting people about a finished proposal to designing with them from the start, with compensation, influence and a record of what changed because of them.
Turn the design into an implementation plan with an accountable owner, a timeline, a budget estimate, named risks, an access and equity impact check, and measures at 30, 90 and 180 days.
Make a clear, accessible decision request to leadership, review your work against the capstone rubric, and set up the ownership and review that keep the barrier from returning.
Bring your plan to the leaders who own the decision, present it in an accessible format, and record what they decide. Then check the 30-day measure on the date you set.
The capstone turns everything in the curriculum into one improvement that people can feel. A cross-functional team chooses a recurring barrier, maps it to its root cause, brings people with disabilities into the design, writes a plan with an owner, a budget, risks and measures, and asks leadership for a decision. The lessons are short because the work happens between them, in your team and with the people the barrier affects. You will leave with a plan you can present and a way to know, at 30, 90 and 180 days, whether the barrier is really gone.
Small enough to finish, real enough to matter, designed with the people it affects.
Keep the team on the five steps and the standards for each, from choosing the barrier to sustaining the fix.
Complete the implementation plan, self-review it against the rubric, and present the decision request with the 30-day check already scheduled.
Participation and course completion in this program do not count toward DHS-required training credits unless management, a director, or DHS leadership expressly approves an exception.
Inclusion as participation supported by policies and practices, the standard the capstone measures against.
Guidance on involving people with disabilities, assigning responsibility and sustaining accessibility improvements.
ADA information and guidance on accessible meetings, communication and program access.
Practical guidance on workplace accommodation processes, useful for capstones that improve an accommodation workflow.
Minnesota technical assistance on accessibility for public bodies, including meetings and communications.
Accessibility standards, testing and procurement guidance for capstones that involve technology or content.