Intergration of Disabled College Students

The integration of disabled students in to college and university environments at levels of access and service comparable to those available to non disabled students requires staff training, facilities improvements, and curricula reform, all of which are both costly and controversial (McGuinness, 1993, p. 23). Student affairs departments and student services sections within those departments will bear responsibility for a substantial part of this effort. The first step that must be taken by student affairs sections in this context is to become cognizant of and familiar with the issues involved.

Three research questions are investigated. These research questions are as follows:

1. What does the ADA require of colleges and universities with respect to disabled students?

2. What actions must student services sections take to satisfy the ADA requirements?

3. What are colleges and universities doing in the contemporary period to serve disabled students?

McGuinness, K. (1993, Fall). Redesigning your campus for disabled students. Planning For Higher Education, 22(1), 23-27.

INTEGRATION OF DISABLED STUDENTS INTO COLLEGES AND UNIVERSITIES: A STUDENT SERVICES PERSPECTIVE

This research examines the issues associated with the integration of disabled students into colleges and universities. This

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e and local governments (Jarrow, 1991, pp. 26-31). Thus, colleges and universities, which for the most part, were subject to the Rehabilitation Act because they were recipients of federal funding, must now provide full and equal access to all individuals regardless of disability under the ADA. Student Services Actions Necessary To Satisfy ADA Requirements Public Law 99-457 prohibited discrimination against handicapped persons in a variety of contexts including education (Martin & Connor, 1991, p. 138). The provisions of this law were both extended and expanded by the ADA (Frank & Wade, 1993, pp. 26-30). In the context of education, these law require, to the maximum extent possible, that disabled students receive the same educational opportunities as are available to all other students. Although there are important exceptions to the rule, to a great extent, education for the disabled student tends to be assessed according to many of the criteria previously applied to cases that involved charges of discrimination based on race or ethnic background. One implication of this approach to the assessment of educational opportunity is that the concept of separate but equal, in and of itself, is not a justifiable basis for the excl
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Some common words found in the essay are:
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Approximate Word count = 2505
Approximate Pages = 10 (250 words per page)