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The article discusses efforts at accessibility for students with disabilities in U.S. higher education. Topics include an effort by the group Project AMP to have professors use microphones during lectures, efforts to accommodate students with learning disabilities in relation to the U.S. Americans with Disabilities Act (ADA), and the views of psychology professor Allison Lombardi on the Universal Design for Learning (UDL) curriculum approach.

The article focuses on the principles of universal design and how it might not benefit all college students who have disabilities. It comments on universal design steps that can improve education such as video captioning to benefit deaf students and help other students, distributing lecture notes to college students to eliminate the need for stand-in note-takers, and its role in graded testing and assignments. It talks about the American With Disabilities Act and the University of Indianapolis.

The article focuses on federal agencies have issued some guidance on how employment protections apply during the pandemic, including for people who do not have high-risk health conditions. It mentions Occupational Safety and Health Act, employees are permitted to refuse to work and his request for an accommodation under the Americans with Disabilities Act. It also mentions University of Notre Dame signed a petition risk for Covid-19 by the Centers for Disease Control and Prevention.

The article focuses on handicapped accessibility of campus facilities and historical structures and landscapes on colleges. It comments on the Lawn at the University of Virginia which was designed by Thomas Jefferson in the early 1820s and the need to use alleyways outside the Lawn for wheelchair-bound students to access all the levels. It comments on factors that have delayed implementation of the U.S. Americans with Disabilities Act at colleges, including finances and topography.

Only when they are allowed to teach and research unencumbered by a need to advocate for access will they be able to see the possibilities of a career that extends beyond their disability. [ABSTRACT FROM AUTHOR]

The article examines the role of disability officers in colleges, emotional support animals in college dormitories, and changes in how colleges handle students at risk of attempting suicide. It states Oklahoma State University has 66 students in 2016 with emotional-support animals and is considering creating a pet-friendly dormitory to reduce complaints from students with phobias and allergies. It reports in 2011 the U.S. Justice Department updated regulations for the Americans With Disabilities Act.

In the article, the author discusses the benefits of allowing doctoral students to read the letter of recommendations written by faculty members for them. He claims that students should also help in the creation of the letter. He also cites the comment by C. G. K. Atkins on the issue as cited in his essay "Voices From the Edge: Narratives About the Americans With Disabilities Act."

The article presents the author's reflections on selecting a college for her son Max, a 17-year old high school graduate with mental health issues. Topics addressed include an overview of her son's symptoms and medical history since childhood, an outline of her preferences and suggestions for schools to comply with protections for college students in the U.S. Americans With Disabilities Act, and discussion of how she and other parents can select schools based on this characteristic.