Legal Obligations and Opportunities | Origin: CM251
This is a general discussion forum for the following learning topic:
Students with Disabilities: Legal Obligations and Opportunities --> Legal Obligations and Opportunities
Post what you've learned about this topic and how you intend to apply it. Feel free to post questions and comments too.
This lesson has informed me what the ADA and Disabilities Act is and when it was established. I also learned that if a child that suffers from extreme anxiety and what to bring to the class their pet cat that they cannot bring to class their pet cat. I think that is discrimination of the cat. I also learned from this course that a person with learning disabilities can cheat on test in schools. Okay?
This topic i was keep learning from when i was young. Every people has right which is equal to be same. Every people should be treat as same.
overall 504 helps a lot of people to be treated fairly.
Equal opportunity for everyone.
ADA requires protected individuals receive reasonable accommodation.
Students with disabilities have the right to have accommodations given when necessary. Certain laws are put in place to ensure equality is practiced. Though certain accommodations have to be accepted and students will have the same consequences as others.
Reasonable accommodation are necessary for access
Learning and understanding the legal requirements needed for students with any disability
Students with disabilities must be given equal access to school opportunities, and schools may need to provide reasonable accommodations to make that possible.
Section 504 and the ADA have established guidelines to ensure everyone has equal access. Cats are not considered service animals.
Its not the individual with the disability. It is how it is handled on all accounts which makes it all work properly and fair.
Great to set all these guideline to have equality and fairness across all channels.
This passage made me think about how disabilities should not prevent students from having equal opportunities in education. The reading explains that accommodations are meant to help students succeed while still holding them responsible for their behavior and actions. I also found the section about Franklin D. Roosevelt and the ADA important because it showed how society’s view of disabilities has changed over time. Overall, the passage emphasizes fairness, accessibility, and creating opportunities for everyone to participate equally.
cats are not service animals
I learned that people with disabilities have the right to ask for accommodations to ensure they have access to education they desire.
This module helped me understand the legal rights of students with disabilities and the importance of providing reasonable accommodations when needed. I also learned to distinguish between disability related needs and other challenges that are not covered under federal law.
I learned that all public and private school are subject to title II or Title III under the American Disabilities of 1990. I also learned that federal law doesn't promise accommodation, but it promises protection from discrimination.
Comment on DANIEL CARR's post:
Your reflection captures the shared responsibility framework at the heart of disability law in higher education. Institutions must comply with applicable laws and guidelines to ensure that students with disabilities have the same learning opportunities as their non-disabled peers. At the same time, students must follow established procedures to make their disabilities known so that accommodations can be implemented in a reasonable time.
Your point about the student's responsibility to self-identify is one that many people overlook. Disability protections do not activate automatically — students must engage the institution's processes by providing documentation and requesting accommodations through the proper channels. This is not a barrier to access; it is the mechanism by which access is provided.
Your insight about a reasonable time also resonates. Accommodations are not retroactive. When students wait too long to disclose, institutions cannot adequately prepare to support them. Early communication produces the strongest outcomes for everyone.
In my context at an Early College Center, your framework applies directly to families navigating dual enrollment for the first time.
Thank you for naming this clearly.
The Legal Obligations and Opportunities module clarified that disability law in higher education rests on two federal statutes — Section 504 (1973) and the ADA (1990). Both protect the person with a disability, not the disability itself, and place responsibility on the institution rather than individual staff.
Students have one fundamental right — equal access to educational opportunities. Accommodations are not separate rights but the means by which equal access is achieved.
The case-by-case principle protects both students and institutions. Each request is evaluated individually, with the only precedent being the same careful consideration for the next request.
In my context at an Early College Center, this means partnering with CVCC's Disability Services rather than acting alone. High school IEPs do not automatically transfer to college — fresh documentation is required.
Equal access is not equal treatment. It is whatever ensures every student has the same opportunities to succeed.
With Benevolence, Shannon
I learned that all institutions, not just those receiving federal funds, are subject to the provisions of Section 504 and/or the ADA. Also that the the individual is responsible for pursuing accommodations on their own and each case is treated individually.
