Americans with Disabilities Act
- Web Link http://www.access-board.gov/adaag/html/adaag.htm
- Description ADA Accessibility Guidelines for Buildings and Facilities. (ADAAG)
- Web Link http://www.access-board.gov/evac.htm
The ADA covers a wide variety of facilities, including places of public accommodation, commercial facilities, and state and local government facilities. The Board's ADA Accessibility Guidelines (ADAAG), which primarily cover new construction and alterations, include specifications for accessible means of egress, emergency alarms, and signage. Model building codes, life safety codes, and state access codes also address these and other elements related to emergency egress.
- Web Link http://www.graphicartistsguild.org/resources/disability-access-symbols/
- Description There are over 54 million citizens with disabilities who want and need access to work and the buildings in which people work. Apart from all ethical considerations, the law demands that people with disabilities are accommodated. These symbols advertise your accessibility to employees, customers, audiences, and anyone else who needs access to your building or offices. Examples of places you’ll want to promote your accessibility include: advertisements, newsletters, conference and program brochures, membership forms, building signage, floor plans and maps. Any copy accompanying the symbols should focus on the accommodation or service, not on who uses it. For example, “Ramped Entrance” may accompany the wheelchair symbol. This is important because, not only do individuals in wheelchairs use ramps, but so do people with baby carriages, luggage, packages, etc. Language that fosters dignity is important too. For example, “Reserved Parking” or “Accessible Parking” may be used with the wheelchair symbol to indicate parking spaces designated for people with disabilities.
- Web Link http://codi.buffalo.edu/graph_based/.legal.cases/.rights.people/.chapter.3.htm
- Description For most people, understanding the collection of rights which apply to a given situation is more important than knowledge of each law viewed separately. It is for attorneys to delve into law books to apply statutes, regulations and judicial interpretations to the facts of a particular case. This chapter will seek to provide the broader understanding for everyone in four significant areas -- employment, housing, public accommodations and education. At the same time, it gives specific guidance for lawyers. The length and nature of the discussion in each area reflects the varying degrees of attention each area has received in the legislatures and in the courts.
- Web Link http://soeweb.syr.edu/about/
- Description Syracuse University and the School of Education are dedicated in their mission to fully include persons with disabilities and special needs. In compliance with Section 508 and the Americans with Disabilities Act (ADA), Syracuse University and the School of Education are committed to ensure that “no otherwise qualified individual with a disability…shall, solely by reason of disability, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any program or activity.”
- Web Link http://www.educationworld.com/a_curr/curr034.shtml
- Description Inclusion of all children with disabilities in regular classrooms seems to be the law of the land. But is it the right thing for all kids? And how are teachers handling it? Inclusion -- the idea that all children, including those with disabilities, should and can learn in a regular classroom -- has taken firm root in many school systems, although it is not specifically required by law.* To oppose inclusion would seem to advocate exclusion. Yet, some observers maintain that full inclusion isn't always the best way to meet student needs. Critics of full inclusion ask whether even students with the most severe disabilities benefit from placement in regular classrooms. Further, some outgrowths of inclusion involve rethinking the structure of the regular classroom. Inclusive classes may require more than one teacher. And teachers and students may need specific technology to help students with disabilities perform better. While few educators oppose inclusion completely, some express reservations about how full inclusion works in the classroom. Albert Shanker, writing for the American Federation of Teachers in 1996 in "Where We Stand," asserted, "What full inclusionists don't see is that children with disabilities are individuals with differing needs; some benefit from inclusion and others do not. Full inclusionists don't see that medically fragile children and children with severe behavioral disorders are more likely to be harmed than helped when they are placed in regular classrooms where teachers do not have the highly specialized training to deal with their needs."