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), 979-986. Discu ...

1. 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

2. 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.

3. 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), 979-
986.

4. Discussion Rubric: Graduate
Your active participation in the discussion forums is essential to
your overall success this term. Discussion questions are
designed to help you make meaningful
connections between the course content and the larger concepts
and goals of the course. These discussions offer you the
opportunity to express your own
thoughts, ask questions for clarification, and gain insight from
your classmates’ responses and instructor’s guidance.
Requirements for Discussion Board Assignments
Students are required to post one initial post and to follow up
with at least two response posts for each discussion board
assignment.
For your initial post (1), you must do the following:
11:59 p.m.
Eastern Time.
In Modules Two through Ten, complete the initial post by
Thursday at
11:59 p.m. of your local time zone.
other
discussion boards from the current module and previous

5. modules, when
appropriate.
-reviewed sources to support your
discussion
points, as appropriate (using proper citation methods for your
discipline).
For your response posts (2), you must do the following:
lassmates outside of your own
initial post
thread.
at 11:59
p.m. Eastern Time.
Sunday at
11:59 p.m. of your local time zone.
Demonstrate more depth and thought than simply stating “I
agree” or
“You are wrong.” Guidance is provided for you in each
discussion prompt.
Critical Elements Exemplary Proficient Needs Improvement
Not Evident Value
Comprehension Develops an initial post with an
organized, clear point of view or
idea using rich and significant

6. detail (100%)
Develops an initial post with a
point of view or idea using
appropriate detail (90%)
Develops an initial post with a
point of view or idea but with
some gaps in organization and
detail (70%)
Does not develop an initial post
with an organized point of view
or idea (0%)
20
Timeliness Submits initial post on time
(100%)
Submits initial post one day late
(70%)
Submits initial post two or more
days late (0%)
10
Engagement Provides relevant and
meaningful response posts with
clarifying explanation and detail
(100%)
Provides relevant response posts
with some explanation and
detail (90%)

7. Provides somewhat relevant
response posts with some
explanation and detail (70%)
Provides response posts that are
generic with little explanation or
detail (0%)
20
Critical Thinking Draws insightful conclusions that
are thoroughly defended with
evidence and examples (100%)
Draws informed conclusions that
are justified with evidence (90%)
Draws logical conclusions (70%) Does not draw logical
conclusions (0%)
30
Writing
(Mechanics)
Initial post and responses are
easily understood, clear, and
concise using proper citation
methods where applicable with
no errors in citations (100%)
Initial post and responses are

8. easily understood using proper
citation methods where
applicable with few errors in
citations (90%)
Initial post and responses are
understandable using proper
citation methods where
applicable with a number of
errors in citations (70%)
Initial post and responses are not
understandable and do not use
proper citation methods where
applicable (0%)
20
Total 100%
HEA 550 Final Project Milestone One: Law or Regulation
Overview Guidelines and Rubric
Overview: In your role as a leader or administrator in higher
education, you will encounter situations that require you to
explain or understand the impact of a
law or regulation on your institution, its stakeholders, or higher
education overall. While this will not take the place of the

9. advice of legal professionals, it is
important that you are able to describe the requirements of a
law or regulation, define the governmental or organizational
source of the requirement, and
explain the requirement as it relates to the requirement’s
stakeholders and their goals and motivation.
In task 2-2, you will submit an overview of the legal and/or
regulatory requirement that you selected from the provided list
as part of a non-graded task during
Module One. Your analysis and overview will focus on the law
or regulation in terms of the higher education sector overall,
and the law or regulation that you
select has or will have a significant impact on a functional area
of interest to you. Evidence of the impact of a law or regulation
on higher education is evident
through a quick perusal of several sources, including the
Chronicle of Higher Education and the Journal of College and
University Law. Both are available through
SNHU’s Shapiro Library. Please support your research of the
law or regulation with source citations.
Specifically, the following critical elements must be addressed:
I. Selected law or regulation. Select a legal and/or regulatory
requirement from the list below that has a significant impact on
a functional area of interest
to you (for example, admissions, finance, student affairs, or
human resources).
Campus Crime Statistics Act (Clery Act) and Violence Against

10. Women Act
• Federal Work Study
• Gainful Employment
• Title IV Funding
II. Describe the law or regulation.
organization is its source? What exactly does the law or
regulation require?
: What was the original purpose of the
requirement? What was the impetus for or origin of the
requirement; in other words,
why was it put in place?
this apply to? How, if at all, does the application of this
requirement differ by type of
institution (private vs. public, two-year vs. four-year, for-profit
vs. nonprofit)? Please highlight other relevant differences in
application across the
sector of higher education.

11. III. Describe the requirement’s stakeholders.
involved with the requirement? Stakeholder groups might
include students, faculty, staff,
parents, employers, lawmakers, among others.
s each group’s position on the
requirement? What are each group’s goals and motivation
relative to the
requirement?
Guidelines for Submission: Double-spaced Word document, 12-
point Times New Roman font, one-inch margins, APA format.
Page length requirements: 3–5
pages, not including title page and references. If yo u do no t
receive “Proficient ” o n the first critical element, yo u cannot
earn points for this assignment. Please
see the feedback provided by your instructor and re-submit, as
needed.
Critical Elements Proficient (100%) Needs Improvement (70%)
Not Evident (0%) Value
Selected Law or
Regulation

12. Selected an law or regulation
that has significant impact on
functional area
Selected an law or regulation
that does not have significant
impact on functional area
P/F
Source and
Requirements
Explains in detail the source
and requirements of the law or
regulation in relationship to
higher education
Explains the source or
requirements of the law or
regulation but is cursory or does
not address the
relationship to higher education
Does not explain the source or
requirements of the law or
regulation
10
Purpose and Intent Clearly and thoroughly explains
the purpose and intent of the
regulatory requirement in
relationship to higher education
Explains the purpose and intent

13. of the regulatory requirement
but explanation is unclear or
cursory or does not address the
relationship to higher education
Does not explain the purpose
or intent of the law or
regulation
20
Institutional
Application
Clearly and thoroughly
describes the type(s) of
institutions the requirement
applies to, and highlights
differences, with examples, of
impact across different types of
institutions
Describes the type(s) of
institutions the requirement
applies to, but description is
unclear or cursory or does not
provide examples
Does not describe the
requirements for application
20
Stakeholders Describes, with examples, who
the requirement’s stakeholders
are

14. Describes the requirement’s
stakeholders but description is
unclear or cursory or does not
provide examples
Does not describe the
requirement’s stakeholders
15
Stakeholder Analysis Describes each stakeholder
group’s position on the
requirement and their goals
and motivation relative to the
requirement
Describes each stakeholder
group’s position on the
requirement but is cursory or
does not address their goals
and motivation relative to the
requirement
Does not provide analysis of the
stakeholder’s position
15
Articulation of
Response
Submission has no major errors
related to citations, grammar,
spelling, or syntax

15. Submission has major errors
related to citations, grammar,
spelling, or syntax that
negatively impact readability
and articulation of main ideas
Submission has critical errors
related to citations, grammar,
spelling, or syntax that prevent
understanding of ideas
20
Earned Total 100%