[PDF] Discretion And The Implementation Of Federal Disability Policy In Postsecondary Education eBook

Author : Katy Annette Washington
Publisher :
Page : 320 pages
File Size : 22,91 MB
Release : 2016
Category : People with disabilities
ISBN :

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Disability Services Providers (DSPs) have historically been the personnel tasked with implementing federal disability policy at postsecondary institutions primarily since the passage of Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act in 1990. The model adopted by the majority of DSP offices is student-driven and requires students seeking academic accommodations must go through a formal process to determine eligibility for services, and then play an active role in their provision. Disability-related policies at the campus level are usually authored by DSPs who are seen as experts by the institution and its stakeholders. However, sometimes the campus policy environment and other implementation challenges can limit the ability of the DSP to effectively establish or modify policies to make them more in line with the services needed by students with disabilities attending the institution. The study was conducted to explore what factors affect the discretion exhibited among Disability Services Providers (DSPs) as they implement the Americans with Disabilities Act Amendments Acts (ADAAA) on their respective campuses through the policy implementation lens of Lipsky's (1980) street-level bureaucrats theory. The study utilized a convenience sample of DSPs at colleges and universities whose main responsibility was to implement the campus-based disability policies through their daily work practices and routines. The study found that Disability Services Providers (DSPs) considered 18 of the 28 AHEAD performance indicators to be critical to the implementation of the ADAAA. Although the campus policy environment may not have an effect on what DSPs consider to be critical to the implementation of federal disability policies, it can influence what services are provided by Disability Services offices. Increased demand for services was identified by DSPs as the number one implementation challenge at the campus level.

Author : Valerie V. Ross
Publisher :
Page : 53 pages
File Size : 10,16 MB
Release : 2009
Category : Education, Higher
ISBN :

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This dissertation surveyed 64 faculty members from two Southeastern Pennsylvania Consortium of Higher Education (SEPCHE) schools to investigate their awareness of, and compliance with, federal laws that protect students with disabilities in postsecondary educational institutions. The three legislative acts considered were Section 504 of the Rehabilitation Act of 1973, the Individuals with Disabilities Education Act of 1975 (IDEA), and the Americans with Disabilities Act of 1990 (ADA). Participants included full-time and adjunct faculty as well as one Academic Dean and one Disability Service Representative. Results indicated the following: (a) Forty-seven percent of the participants indicated a basic familiarity with the governmental legislation applicable to college students. Only twenty-seven percent of participants were familiar with Section 504 of the Rehabilitation Act of 1973. (b) Participants provision of standard academic accommodations to students with documented proof of a disability ranged from 61% to 94%. (c) Participants believed the five common academic accommodations (i.e. preferred seating, extended time for testing, use of private room for exams, use of instructor notes, and ability to tape record lectures) were helpful to students with disabilities. Perceived level of the helpfulness of academic accommodations ranged from 73% to 92%. (d) The majority of participants (59% to 67%) indicated having familiarity with common psychological and medical disorders, but relatively largely unfamiliar (38%-50%) with common learning disorders. Implications and limitations are discussed.

Author : Richard Scotch
Publisher : Temple University Press
Page : 230 pages
File Size : 28,74 MB
Release : 2001-06-25
Category : Law
ISBN : 1566398975

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Now that curb cuts, braille elevator buttons, and closed caption television are commonplace, many people assume that disabled people are now full participants in American society. This book tells a rather different story. It tells how America's disabled mobilized to effect sweeping changes in public policy, not once but twice, and it suggests that the struggle is not yet over. The first edition of From Good Will to Civil Rights traced the changes in federal disability policy, focusing on the development and implementation of Section 504 of the Rehabilitation Act of 1973. Richard K. Scotch's extensive interviews with policymakers, leaders of the disability rights movement, and other advocates, supplemented the sketchy official history of the legislation with the detailed, behind-the-scenes story, illuminating the role of the disability rights movement in shaping Section 504. Charting the shifts in policy and activist agendas through the 1990's, this new edition surveys the effects and disappointments associated with the Americans with Disabilities Act, passed in 1990, in the context of the continuing movement to secure civil rights for disabled people.

Author : Sharon Finkle Salter
Publisher :
Page : pages
File Size : 27,5 MB
Release : 2009
Category :
ISBN :

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ABSTRACT Due to the changes in disability legislation that protect persons with disabilities from discrimination, and allow for free, appropriate public education along with equal access to education, more and more students with disabilities are choosing to attend postsecondary educational settings. The transition planning process as outlined in the Individuals with Disabilities in Education Improvement Act (IDEA '04) mandates that supports and services be put in place while a student is in high school to help that student be successful in meeting his/her post-high school outcomes. For secondary educators this means they must understand how supports and services for students with disabilities are implemented in postsecondary education settings. This knowledge will help secondary educators develop transition plans that truly address a given student's needs, strengths and postsecondary outcomes. The purpose of this study is to assess the extent to which secondary educators perceive themselves to be knowledgeable of federal legislation requirements regarding the education of students with disabilities in postsecondary education settings. In addition, this study explores the perceived competencies related to secondary educators' knowledge of federal legislation for students with disabilities in postsecondary education settings. The participants in this study include secondary educators (e.g., general and special education teachers, guidance counselors and administrators) from the state of Pennsylvania. The results of this study have implications for policy, practice, and future research.

Author : Department Justice
Publisher : Createspace Independent Publishing Platform
Page : 0 pages
File Size : 33,7 MB
Release : 2014-10-09
Category :
ISBN : 9781500783945

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(a) Design and construction. (1) Each facility or part of a facility constructed by, on behalf of, or for the use of a public entity shall be designed and constructed in such manner that the facility or part of the facility is readily accessible to and usable by individuals with disabilities, if the construction was commenced after January 26, 1992. (2) Exception for structural impracticability. (i) Full compliance with the requirements of this section is not required where a public entity can demonstrate that it is structurally impracticable to meet the requirements. Full compliance will be considered structurally impracticable only in those rare circumstances when the unique characteristics of terrain prevent the incorporation of accessibility features. (ii) If full compliance with this section would be structurally impracticable, compliance with this section is required to the extent that it is not structurally impracticable. In that case, any portion of the facility that can be made accessible shall be made accessible to the extent that it is not structurally impracticable. (iii) If providing accessibility in conformance with this section to individuals with certain disabilities (e.g., those who use wheelchairs) would be structurally impracticable, accessibility shall nonetheless be ensured to persons with other types of disabilities, (e.g., those who use crutches or who have sight, hearing, or mental impairments) in accordance with this section.