Often, folks have stories to tell about the one student with a disability whom they never thought would make it who did, in fact, achieve their goals. Would you care to share your "success" story to help dispel some of the stereotypes we all carry?

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?

Can you think of products/systems you use every day that are good examples of Universal Design? Explain which principle(s) of Universal Design is exemplified in your example.

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 question of fairness in providing accommodation is raised most often in reference to providing extended time in testing for students with disabilities. Wouldn’t all students do better if they had extended time? How would you respond to that concern?

Do you think there is ever a time when the functional limitations of a student's disability make it logically impossible to pursue certain fields? We know the law requires equal access for qualified students. Can a student's functional limitations leave them "unqualified"?

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?

"Accommodations are assigned to facilitate access, not success." How does this quote compare with your experience in providing accommodations to students with disabilities?

Section 504 and the ADA do not differentiate between a person with a learning disability and someone with a severe disability like blindness or spinal cord injury. Why isn't there more support and protection for people with more severe disability-related problems?

Doesn't the college owe it to a student with a disability to be honest about their chance of employment if they are considering a major in a field in which they are unlikely to be successful? Shouldn't we protect students with disabilities from such unwise choices (at such significant costs)?!?