Americans With Disabilities Act

Americans With Disability Act

Americans with Disability Act

AMERICANS WITH DISABILITY ACT 5 Americans with Disability Act Deanna Buchanan Southern New Hampshire University Americans with Disability Act was enacted in 1990 and prohibited the discrimination of individuals based on disabilities in all areas of life, whether private or public, in schools, transportation, and jobs. The main aim of the act is to ensure that all people who have disabilities are treated fairly and given similar opportunities as people without disabilities, in this case in higher education schooling institutions. In schools, the act requires the school administration, board of governors, teachers, subordinate staff, and the students who are not physically challenged to give the physically challenged students equal opportunities in extra-curricular activities such as clubs and bands and in academics (Francis & Silvers, 2015).

The stakeholders in the high school institution, are required to ensure that all the buildings can be accessed by any student who is physically challenged. For instance, all the buildings constructed after the act was enacted should be fully accessible by the physically challenged, ramps and wheelchair parking space, for example should be taken care of during constructions (Zazove et al. 2016) The club matrons and patrons, with permission from the school principal should move the extracurricular activities’, for example band classes to other rooms that are more accessible by the physically challenged. An interpreter should also be supplied in school events in case there are students who are hearing impaired.

The act has been effective after it was enacted. The managerial stakeholders have made an effort by modifying the way experiments and tests in laboratories are done and the class schedules to accommodate students with disabilities. They have allocated extra time for classes for the blind, who use the braille and note-takers, for example. The high school institutions have also helped the deaf and the blind get note-takers and readers in the library. Also, some high school institutions that offer computer classes have purchased special computer equipment for the visually and hearing impaired.

Most institutions, however, have insufficient funds to take care of the Act’s requirement. It is recommendable that they partner with welfare institutions such as USAID, private hospitals and the government to meet the stipulated requirements and to accommodate all the students equally. References Francis, L., & Silvers, A. (Eds.). (2015). Americans with disabilities . Routledge.

Zazove, P., Case, B., Moreland, C., Plegue, M. A., Hoekstra, A., Ouellette, A., ... & Fetters, M. D. (2016). US medical schools’ compliance with the Americans with Disabilities Act: findings from a national study. Academic Medicine , 91 (7), .

Paper For Above instruction

The Americans with Disabilities Act (ADA), enacted in 1990, stands as a pivotal piece of legislation aimed at eliminating discrimination against individuals with disabilities across all sectors of society. Its primary objective is to ensure equal access and opportunities in areas such as employment, education, transportation, and public accommodations. The ADA has significantly influenced policies and practices within educational institutions, including high schools, compelling them to create more inclusive environments for students with disabilities. This paper explores the impact of the ADA on high school settings, highlighting compliance efforts, challenges faced, and potential strategies to enhance inclusivity further.

Introduction

The ADA marked a transformative moment in civil rights legislation, emphasizing the necessity for societal inclusion of people with disabilities. In educational contexts, the law mandates that schools provide accessible facilities, equitable academic opportunities, and support services to accommodate students with various disabilities. As a result, high schools have been compelled to reassess their infrastructure, policies, and practices to align with federal requirements. Understanding the scope of ADA's influence assists stakeholders in developing effective strategies for fostering inclusive learning environments.

Legal Framework and Its Implications in High Schools

The ADA mandates that all public and private educational institutions ensure accessibility in physical infrastructure, which includes ramps, elevators, and appropriate signage. For newly constructed buildings, compliance is often straightforward due to modern building codes, but older structures pose challenges that require retrofitting. For example, installing ramps and wheelchair-accessible pathways caters to students with mobility impairments. Furthermore, classroom modifications, such as adjustable desks, visual aids, and assistive technologies, have become standard practices (Zazove et al., 2016).

Additionally, the law emphasizes the importance of auxiliary aids and services to support students with hearing and visual impairments. Schools are required to provide interpreters, note-takers, and specialized computer equipment, facilitating equitable participation in academic and extracurricular activities. These provisions aim to eliminate barriers that hinder students’ full engagement within the school community.

Implementation and Compliance Efforts

In response to the ADA, many high schools have undertaken infrastructural modifications. For instance, new school buildings are designed with universal accessibility features from the outset. For existing buildings, administrators often collaborate with architects and disability specialists to retrofit facilities, such as installing ramps, widening doors, and creating accessible bathroom facilities (Francis & Silvers, 2015). Beyond structural changes, schools have adopted policies that support the academic success of students with disabilities. These include adjusting examination schedules, providing audio recordings, and offering classroom note-taking services.

Furthermore, staff training programs are essential to ensure awareness and proper implementation of ADA requirements. Teachers and administrative staff are educated on legal obligations, inclusive teaching strategies, and sensitivity to diverse needs. For example, awareness programs have been conducted to sensitize staff about the importance of non-discriminatory practices and to familiarize them with assistive technologies.

Challenges and Limitations

Despite advancements, many high schools face financial constraints that limit full compliance with the ADA. Retrofitting older buildings involves substantial costs, and budget limitations often hinder timely modifications. Additional challenges include limited awareness among staff and administrators regarding legal obligations and best practices for inclusion. Moreover, some extracurricular activities and facilities are less accessible, which can restrict the full participation of students with disabilities.

One common issue relates to the scarcity of specialized staff and resources, such as trained interpreters and assistive technology experts. This shortage impacts the quality and consistency of support services provided. Consequently, students with disabilities may experience marginalization, despite legal mandates.

Strategies for Enhancing ADA Compliance in High Schools

To address existing gaps, schools should prioritize strategic planning and resource allocation. Partnering with governmental agencies, NGOs, and private sector stakeholders can mobilize funds and expertise. For example, collaborations with organizations such as the National Federation of the Blind can facilitate access to assistive technologies and training programs.

Moreover, integrating comprehensive accessibility audits and involving students and parents in planning processes ensures that facilities and services meet actual needs. Regular staff development programs, emphasizing inclusive pedagogies and technological proficiency, are essential for fostering a culture of inclusion. Technology plays a crucial role; schools should continually update and expand assistive tools to keep pace with evolving needs.

Conclusion

The ADA has been instrumental in promoting accessibility and non-discrimination in high school environments. While significant progress has been made, challenges related to funding, awareness, and infrastructure persist. Moving forward, a collaborative effort involving policymakers, educators, students, and community organizations is vital to realize the law’s full potential. Implementing innovative solutions, enhancing resources, and fostering a culture of inclusivity will ensure that all students, regardless of their physical or sensory limitations, can thrive academically and socially.

References

• Francis, L., & Silvers, A. (2015). Americans with Disabilities. Routledge.
• Zazove, P., Case, B., Moreland, C., Plegue, M. A., Hoekstra, A., Ouellette, A., ... & Fetters, M. D. (2016). US medical schools’ compliance with the Americans with Disabilities Act: findings from a national study. Academic Medicine, 91(7), 984-990.
• American Disabilities Act of 1990, Pub. L. No. 101-336, 104 Stat. 327, 42 U.S.C. §§ 12101-12213.
• Owen, P. R. (1990). ADA: Its impact on education. Journal of Special Education Leadership, 3(4), 22-26.
• Hahn, H., & Lively, T. (2014). Accessibility in American education: Progress and challenges. Disability Studies Quarterly, 34(2).
• National Center for Education Statistics. (2018). Students with disabilities in U.S. public schools. Statistical analysis report.
• Smith, J., & Taylor, L. (2017). Infrastructure modifications for ADA compliance in schools. Facilities Management Journal.
• U.S. Department of Justice. (2010). ADA best practices toolkit for state and local governments. https://www.ada.gov/
• Meadow, L. (2019). Technological advances and inclusive education: A review. Educational Technology Research and Development, 67(4), 771-789.
• Burgess, S., & Shaw, K. (2020). Education policy and accessibility: A decade of change. Policy Futures in Education, 18(5), 603–620.