Civil Rights Laws: Americans With Disabilities Act of 1990 and Section 504 of the Rehabilitation Act of 1973

2021 ◽  
Vol 92 (1) ◽  
pp. 57-59
Author(s):  
Kelle L. Murphy
Keyword(s):  
Civil Rights ◽  
Americans With Disabilities Act ◽  
Section 504 ◽  
Rehabilitation Act Of 1973 ◽  
Rehabilitation Act

University Students' Knowledge of Civil Bights Laws Pertaining to People with Disabilities

1996 ◽  
Vol 27 (4) ◽  
pp. 25-29 ◽  
Author(s):  
Darin Stageberg ◽  
Jerry Fischer ◽  
Alice Barbut
Keyword(s):  
Civil Rights ◽  
University Students ◽  
Students With Disabilities ◽  
Americans With Disabilities Act ◽  
People With Disabilities ◽  
Section 504 ◽  
Rehabilitation Act Of 1973 ◽  
Workplace Accommodation ◽  
Significant Difference ◽  
The University

The purpose of this study was to gather data about university students' familiarity with the civil rights laws pertaining to people with disabilities: Section 504 of the Rehabilitation Act of 1973 and Americans with Disabilities Act of 1990. A majority of nondisabled students and students with disabilities reported that they had little, very little, or no knowledge at all of civil rights laws pertaining to people with disabilities. In addition, a significant difference was found between the number of university students with disabilities and students without disabilities requesting accommodations from employers. Furthermore, less than 30% of the university students with disabilities in this study requested a workplace accommodation. Given the results of this research, it is recommended that university students with disabilities receive greater exposure to civil rights laws pertaining to people with disabilities.

scholarly journals "Just How Much Diversity Will the Law Permit?": The Americans with Disabilities Act, Diversity and Disability in Higher Education

2015 ◽  
Vol 35 (3) ◽  
Author(s):  
Lauren Shallish
Keyword(s):  
Higher Education ◽  
Civil Rights ◽  
Title Ix ◽  
Americans With Disabilities Act ◽  
Educational Inequality ◽  
Section 504 ◽  
Rehabilitation Act Of 1973 ◽  
Legal Compliance ◽  
Marginalized Groups ◽  
Disability Law

<p><span>Civil rights laws including the Civil Rights Act of 1964, Title IX of 1972, Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990 worked to protect classes and individuals for whom discrimination had been documented. In an effort to further remedy educational inequality, colleges and universities increasingly used identity categories to enable access and participation in postsecondary life. In addition to anti-discrimination statutes, attention to marginalized groups evolved to include larger networks of academic and co-curricular support such as formations of identity centers, cultural events, fields of study and scholarships yet disability is largely absent from this work as much of higher education maintains a singular focus on legal compliance. This study investigates how disability law is conceived and enacted on five divergent campuses and how participants understood both the function of disability law and other cultural, social and political aspects of disability-related identities.</span></p>

scholarly journals Identifying Faculty Perceptions Of Awareness And Preparedness Relating To ADA Compliance At A Small, Private College In NE PA

2018 ◽  
Vol 11 (2) ◽  
pp. 27-40 ◽  
Author(s):  
Chad M. Stevens ◽  
Elizabeth Schneider ◽  
Patricia Bederman-Miller
Keyword(s):  
Higher Education ◽  
Learning Disabilities ◽  
Civil Rights ◽  
Americans With Disabilities Act ◽  
Faculty Perceptions ◽  
Institutions Of Higher Education ◽  
Rehabilitation Act Of 1973 ◽  
Post Secondary ◽  
Education Statistics ◽  
Rehabilitation Act

This paper explores post-secondary faculty perceptions of awareness and preparedness relating to Americans with Disabilities Act (ADA).  Institutions of higher education are businesses. The largest threat to sustained viability for many businesses is litigation. Business-related litigation is often the result of non-employment discrimination or torts (violation of civil rights).  Lack of knowledge (awareness and preparedness) is usually not a sufficient reason for defendants in business-related litigation. The number of college students reporting learning-related disabilities is growing. About 2.2 million students enrolled in higher education institutions have a documented disability (National Center for Education Statistics, 2016). Disability related litigation is a trending concern for institutions of higher education.  Are post-secondary faculty ‘aware’ and ‘prepared’ to make the necessary accommodations for students with qualified learning disabilities in classrooms? ADA awareness is defined as cognizance relating to the Rehabilitation Act of 1973 and Americans with Disabilities Act of 1990.  ADA preparedness is defined as readiness and ability to follow obligations relating to the Rehabilitation Act of 1973 and Americans with Disabilities Act of 1990.  A moderate, positive correlation was discovered between the two variables, indicating the more awareness one has of ADA laws and requirements, the more prepared one is in dealing with accommodations for those with learning disabilities. Research indicates a need for updated and current training in the area of ADA awareness and preparedness of post-secondary faculty.

Section 504 of the Rehabilitation Act: Determining Eligibility and Implications for School Districts

2005 ◽  
Vol 21 (1) ◽  
pp. 48-58 ◽  
Author(s):  
Katherine Pohlman ◽  
Nadine Schwab ◽  
Marsha Moses ◽  
Cynthia Gilchrest ◽  
Nadine C. Schwab
Keyword(s):  
Public Schools ◽  
School Districts ◽  
Section 504 ◽  
Rehabilitation Act Of 1973 ◽  
Care Needs ◽  
Eligibility Criteria ◽  
Legal Standards ◽  
Policies And Procedures ◽  
Health Related ◽  
Rehabilitation Act

Today, school districts are challenged in meeting the health and educational needs of students with chronic health conditions. One of the challenges school districts face is determining when students with health-related disabilities are eligible for services under Section 504 of the Rehabilitation Act of 1973. This article reviews Section 504 and its regulations as they apply to public schools, particularly with respect to eligibility criteria for students with special health care needs. The article also reviews recent case law and explores the implications of these legal standards for school district practice, including the need for clear policies and procedures, consistent Section 504 teams, training, and alternatives for meeting the needs of students who are found not to be eligible for services under Section 504.

Societal Attitudes and the Civil Rights of Persons With Disabilities

1999 ◽  
Vol 30 (2) ◽  
pp. 19-24 ◽  
Author(s):  
Corey L. Moore ◽  
Sonja Feist-Price
Keyword(s):  
Public Policy ◽  
Civil Rights ◽  
Americans With Disabilities Act ◽  
Minority Group ◽  
Group Model ◽  
Rehabilitation Act Of 1973 ◽  
Negative Attitudes ◽  
Persons With Disabilities ◽  
Policy Arena ◽  
Made In

The Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA) are evidence of the progress, in relation to civil rights, made in the disability public policy arena. Similarly, much progress has been made in changing negative attitudes that sometimes prevail in the organizational workforce. Although much progress has been made for persons with disabilities, there remains much work to be accomplished. An abundance of concerns have recently surfaced regarding whether the previously noted legislation effectively address the rights of persons with disabilities in the organizational workforce. In light of recent concerns, the authors advocate the minority group model as a catalyst for creating public policy that will effectively address the rights of persons with disabilities. Thus, the purpose of this paper is to support the hypothesis that the organizational workforce's perception of persons with disabilities as a minority group will change societal attitudes resulting in a more progressive public policy.

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