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It is possible to envision situations where an insistence on past requirements and practices might arbitrarily deprive genuinely qualified handicapped persons of the opportunity to participate in a covered program. Technological advances can be expected to enhance opportunities qualify them [individuals with disabilites] to enable the attainment of these goals [equal opportunity and non-discrimination] ... U.S Supreme Court decision; 442 U.S. 406 (1979) LEGAL ISSUES Three trends provide the context for this article: first, the increasing role of electronic information, telecommunications and computing technology in the academic infrastructure; second, the changing demographics of the college population; and third, the evolution of the legal principles and requirements concerning access to equal opportunities for individuals with disabilities. After establishing a context, this article will provide an overview of federal legislation, and recommend a pro-active approach to increasing access to technology on college campuses. THE CONTEXT In the twenty-two years since Section 504 of the Rehabilitation Act was signed into law, computers and related technology have evolved from huge machines dedicated to a few technical disciplines into a common tool used by most students and faculty. Applications software, from word processing to statistical packages, have become integral to many courses. Card catalogs are rapidly becoming quaint relics as they are replaced by library databases and CD ROMs. The Internet is becoming an increasingly important source of information (the Association of Academic Research Libraries has cataloged over a thousand electronic journals and lists). Increasingly, success in college means access to the tools and products of information technology as well as access to the traditional learning environments such as libraries, laboratories and classrooms. There has also been a steady increase in the number of students with disabilities participating in higher education. The American Council on Education (ACE) has surveyed the national cohort of first-time full-time entering students annually since 1966. The survey indicates that the number of students with disabilities beginning college as full-time students has increased by more than 300%. In 1978 (when ACE began collecting information on students with disabilities) 2.6% of the respondents indicated that they had a disability; by 1991, that figure had climbed to 8.8% (Henderson, 1992). Based on the data available, at both the secondary and post-secondary levels, the number of students with disabilities on campus can be expected to continue to grow until this population represents 10% to 15% of the students on any given campus. The Rehabilitation Act of 1973 Title V of the Rehabilitation Act of 1973 is considered the first federal civil rights legislation for persons with disabilities. Title V addresses non-discriminatory hiring practices in federal agencies (Section 501); established the Architectural and Transportation Barriers Compliance Board (Section 502); requires affirmative action clauses for employment of qualified individuals with disabilities in contracts with primary federal contractors (Section 503); requires non-discrimination in employment and the provision of services by all programs receiving federal funding (Section 504); establishes remedies for discrimination and assigns regulatory responsibilities for enforcement (Sections 505-507). The 1986 amendments to the Act mandated the development of accessibility guidelines (FIRMR) for electronic office equipment purchased by federal agencies (Section 508). This landmark legislation is still in force and served as a foundation for the Americans with Disabilities Act (ADA). The Americans with Disabilities Act (ADA) The Americans With Disabilities Act is divided into five Titles. Title I covers non-discrimination in private sector employment. …
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