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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 discusses accessibility issues associated with educational technologies at universities in the U.S. for students with disabilities through an exploration of the experiences of blind Arizona State University (ASU) senior Darrell Shandrow. It focuses on Shandrow's role in a lawsuit against ASU regarding the Amazon Kindle electronic book reader, describes difficulties for blind people in accessing internet content that is not keyboard-enabled, and examines the possibility that the Americans with Disabilities Act (ADA) could be amended to cover internet technologies. Other topics include Shandrow's fight to enter public school as a teenager, the text-to-speech software found on Apple computers, and a list of rankings regarding blind students' access to college web sites.

The article discusses students with disabilities studying abroad. It notes that disabled students may not take advantage of study-abroad opportunities because either they believe they cannot do it or they believe others will think so. The Institute of International Education reports that in 2006-2007, 2.6 percent of students studying abroad had a disability. Richard Gaulton, director of Cornell University's Cornell Abroad program, said the numbers may be undercounted because students with learning disabilities may not disclose this. Cerise Roth-Vinson, director of administration for Mobility International USA, an advocacy group for people with disabilities, predicts that more students with disabilities, having grown up with the Americans With Disabilities Act, will study abroad.

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.

In this article the author discusses disabled college students in the U.S. and examines ways in which policies to include people with disabilities in the college environment can benefit all teachers and students. She comments on her displeasure with the minimal requirements outlined by the Americans With Disabilities Act, comments on the universal-design and Independent Living movements, and highlights comments from professor Lennard J. Davis on disabilities as a form of student diversity.

The article discusses Pennsylvania State University and a complaint filed against the school by the National Federation of the Blind, which found that the school does not adequately accommodate visually impaired faculty and students. Of particular note is technology used by the university, including its website, course management software, and library catalog. The organization has asked the U.S. Department of Education to investigate if the school is fully complying with the Americans with Disabilities Act.

The article discusses the court case Ellenberg v. New Mexico Military Institute in which the U.S. Court of Appeals for the 10th Circuit rejected student Sarah Ellenberg's claims that she had been denied admission to a high school because of her disability. Ellenberg's lawsuit against the institute under the U.S. Individuals with Disabilities Education Act, Section 504 of the Rehabilitation Act, and the Americans with Disabilities Act are explored. The case's implications are discussed.

The article reports that the education committee of the United States House of Representatives voted to approve a bill that would update the Americans With Disabilities Act but not broaden its coverage. The bill specifies a list of major life activities that a disability must limit, adding, for the first time, concentrating and thinking. It is intended to reverse judicial rulings that are considered to have narrowed the broad scope of protection intended to be afforded by the Americans with Disabilities Act.

The article discusses legislation that would broaden coverage under the Americans With Disabilities Act. The bill, which has been stalled in United States Congress for several months, is causing some college officials to worry that expanding the definition of a disability could overwhelm offices that work to accommodate disabled students. Since most colleges voluntarily go beyond the letter of the law in accommodating students on their campuses, broadening the definition of a disability could add more demand for offices that already work with too many students.

The article looks at how Utah State University has settled a federal disability-rights lawsuit by agreeing to provide students who are deaf with adequate sign-language interpreters and other services. The lawsuit was brought by a group of current and former students who accused Utah State of violating the Americans with Disabilities Act. They said the university had denied deaf students equal access to educational opportunities, failed to provide services in a timely manner, and discriminated against those students.

An interview is presented with Gary Pavela who is the director of student judicial programs at the University Maryland at College Park. When asked how administrators and faculty members are limited in what they can do to help students they're concerned about he replies that most school policies don't include behavior manifestations that violates conduct rules. Pavela discusses the different ways of removing a troubled student from campus including through a voluntary withdrawal, a disciplinary case and expulsion or involuntary withdrawal. He offers another option under the Americans With Disabilities Act.

The article looks at how the U.S. Court of Appeals for the Third Circuit reversed a lower-court ruling that dismissed a case about an athlete with learning disabilities. The complaint alleges that the NCAA, Temple University, and the University of Iowa discriminated against a former football player with a learning disability who failed to meet the NCAA's academic standards. The appeals court ruled that the association and the two universities must defend themselves against the athlete's claims that they violated Title II of the Americans With Disabilities Act. Michael Bowers, a highly recruited player who had lost his scholarship after failing to meet the NCAA's core-course requirements, filed the suit. After losing his scholarship, Bowers battled depression and died of a drug overdose.