Although the enactment of the Rehabilitation Act of 1973 was over 50 years ago, students with disabilities continue to experience discriminatory bias and stigma in their day-to-day experiences that can negatively impact their academic progress (Charmatz, 2021). The use of accommodations in a post-secondary environment is designed to remove…

The U.S. Department of Education (Department) is committed to ensuring that students and youth with disabilities are held to high expectations and have the resources and supports needed to expand their learning opportunities and prepare them for success in postsecondary education and competitive integrated employment (CIE). In the 2019-2020…

In July 2022, the United States Department of Education Office for Civil Rights issued guidance on supporting students with disabilities and avoiding the discriminatory use of student discipline under Section 504 of the Rehabilitation Act of 1973. The purpose of this guidance is to remind schools of their obligations under the law specific to…

Persistent ableism in higher education, counseling practice, and society necessitates disability justice advocacy. In this article, the author explores the historical context of disability and the importance of disability knowledge for counselors and counselor educators. In addition to discrimination and inaccessibility, able privilege and lack of…

Despite the significant increase in college students with disabilities (SWD) enrolled in higher education over the past few decades, they face unique challenges in pursuing their career goals and have a much lower employment rate than those without disabilities. To date, no review study has been systematically conducted to examine SWD' career…

The purpose of this paper is to discuss the limitations of law interpretations and policy regulations as they pertain to inclusion and exclusion of people with physical disabilities in physical education. We believe interpretation of the law has professional implications that must be addressed. Specifically, the ideal and the reality of the laws…

Enactment of the "Rehabilitation Act of 1973" and the "Americans with Disabilities Act (ADA) of 1990" expanded and clarified the rights of students with disabilities in higher education (Connor, 2011; Pena, 2014; Troiano, 2003). In the past three decades, the enrollment rate of students with learning disabilities (LD) in higher…

Given adolescents' increased mental health needs, there is a demand to critically investigate policies in place that are specifically designed to support students with mental health disabilities. Teachers are inadequately prepared or trained to support students with anxiety or depression. According to the U.S. Department of Education, mental…

The long-term academic outcomes for many students with attention-deficit/hyperactivity disorder (ADHD) are strikingly poor. It has been decades since students with ADHD were specifically recognized as eligible for special education through the Other Health Impaired category under the Education for all Handicapped Children Act of 1975, and…

More students with disabilities are present on higher education campuses. This study examines enacted legislation of the 50 United States throughout an 11-year period of students with disabilities in higher education. Racialization of disability and representation in states' legislation is examined. As the student body expands on higher education…

In this article, we focus on the life and accomplishments of Ed Roberts, leader of the Independent Living Movement for people with severe disabilities, to consider ways he envisioned and enacted a radical shift in professional practices within the field of rehabilitation. Using the field of rehabilitation as an adult parallel to the field of…

As students with intellectual disabilities (SWID) are increasingly attending inclusive postsecondary education (IPSE) programs, their specific needs and barriers to success must be assessed and addressed. Additionally, mental health (MH) conditions are common in college age students, this remains true for SWID enrolled in IPSE programs. This study…

OSERS published updates to "A Transition Guide to Postsecondary Education and Employment for Students and Youth with Disabilities, August 2020" to advance the office's efforts in ensuring that all students and youth with disabilities are equipped with the skills and knowledge to achieve their post-school and career goals. In this updated…

The most recent data on the labor force participation rate of individuals who identify as being blind or having vision loss in the United States indicate it is approximately 44%. In 2014, the Office of Federal Contract Compliance Programs promulgated regulations pertaining to Section 503 of the Rehabilitation Act of 1973 to address the continued…

As schools strive to function as communities, the inclusion of all stakeholders is paramount to establishing and maintaining an important sense of interdependency, equity, and access. In the effort to disseminate information as quickly as possible, however, U.S. high schools often neglect to ensure that their websites are accessible to those with…