Americans With Disabilities Act

This essay discusses the Americans With Disabilities Act (ADA) and its effect on sections 504 and 508. Legal and ethical issues related to the issue, an analysis of a relevant case, the law, and implications for leaders in higher education are presented.

Americans With Disabilities Act (ADA)

The Americans With Disabilities Act (ADA) "prohibits discrimination on the basis of disability in employment, State and local government, public accommodations, commercial facilities, transportation, and telecommunications. It also applies to the United States Congress" (U.S. Department of Justice, 2005, p. 1).

Effect of ADA on sections 504 and 508

The standards for determining employment discrimination under title I of the Americans with Disabilities Act are the same as those used in the Rehabilitation Act. The Rehabilitation Act "prohibits discrimination on the basis of disability in programs conducted by Federal agencies, in programs receiving Federal financial assistance, in Federal employment, and in the employment practices of Federal contractors" (U.S. Department of Justice, 2005, p. 11).

Section 504 of the Rehabilitation Act states "no qualified individual with a disability in the Unites States shall be excluded from, denied the benefits of, or be subjected to discrimination under" programs or activities that receive Federal financial assistance or is conducted by an Executive agency or the United States Postal Service (U

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vide accommodations for these individuals if they are qualified. ADA extended these provisions to the public and private companies that do not receive federal funding; ADA demands that all qualified people be provided with equal access to public programs and services. These accommodations include more than elevators in buildings or reserved spaces in parking lots; the standards demand access to programs offered on the Internet. Section 508 expanded the demands of federal departments/agencies regarding electronic and information technology accessibility (University of Washington, 2005). Analysis of a Relevant Case A case study was provided by the University of Washington (2005). A fifth-year education student with a learning disability was a problem in the classroom. Professors reported her to be disruptive with emotional and inappropriate behaviors, which alienated her peers. Crying, silliness, refusing to participate, talking, interrupting, and asking the professor to complete her work, were registered by professors. These behaviors were typical of her right-hemisphere learning disorder. The behaviors made it unclear whether she would be able to complete final stages of her program, which included field placement.

Category: Government - A