How can/should you approach the academic units on your campus to discuss what you now understand to be inappropriate technical standards? You need to be honest with students about the requirements they will face, but what happens when you know those requirements are open to challenge?

Generally, faculty and staff are given minimal information from the disability service provider about the nature of a student's disability. Letters of accommodation typically verify that the student is disabled and list assigned accommodations. Do you think more information should be shared? Why or why not.

The functional limitations created by disability do not stop being a problem when the student leaves the classroom. They are a constant for the student, and impact on all activities. For instance, how do you suppose the functional limitations created by significant problems with ADHD might impact on a student's employment experience?

Shouldn't schools have a more detailed plan for students with behaviorial limitations, such as asbergers? This topic is rarely touched upon, and I feel that IEPs(individual education plans) that are implemented for these type of learners be carried throughout their college career as well.

I think its very helpful to students to know that there instructor have been threw what they are doing and have higher levels completed then the students in there classes.

it is unacceptable for an employee to talk bad about another institute.

If a student asks you how your institution compares to another competitive institution, what is a good way to respond to the question?

How has the media influenced the regulatory environment in the education industry?