Last week, in conjunction with the 29th anniversary of the signing of the Americans with Disabilities Act (ADA), Representatives Donald McEachin (D-VA) and Jim Langevin (D-RI) and Senators Tammy Duckworth (D-IL) and Bob Casey (D-PA) re-introduced the Disabled Access Credit Expansion Act (H.R.4045/S.2290). This bill will double the Disabled Access Credit (DAC) and increase the number of businesses eligible for it. The DAC is a tax credit for small businesses that make renovations to make their facilities accessible. Additionally, the bill increases funding for the voluntary ADA Mediation Program in the Department of Justice and requires data collection and reporting on the types of calls received by the ADA Information Line.
On May 22, Senators Bob Casey (D-PA), Bill Cassidy (R-LA), Maggie Hassan (D-NH), and Todd Young (R-IN) introduced the Respond, Innovate, Succeed, and Empower (RISE) Act (S.1585). This bill would require institutions of higher education to accept a student’s individualized education plan (IEP), 504 plan, or prior evaluation as sufficient proof of disability. Additionally, it requires institutions to provide transparent information regarding the process of determining eligibility for disability services and to disseminate the information in an accessible format. It also requires institutions to report information on the number of students with disabilities served, their outcomes, and the accommodations provided. The Arc supports this legislation.
On July 25, President Trump issued a proclamation commemorating the 28th Anniversary of the passage of the Americans with Disabilities Act (ADA). The ADA is the primary civil rights law for people with disabilities. It passed Congress with bipartisan support and was signed by President George H.W. Bush in 1990. Read the statement here.
On September 7, the House Judiciary Committee approved the ADA Education and Reform Act of 2017 (H.R.620) by a vote of 15-9. This bill prevents lawsuits over architectural barriers violating the Americans with Disabilities Act (ADA) unless an individual provides “specific enough” notice and allows 120 days for a business to correct that barrier. The bill was introduced on the belief that the ADA has led to “frivolous lawsuits” where plaintiffs and attorneys intentionally seek barriers in order to extract funds. However, the ADA does not allow courts to award monetary damages to plaintiffs. Where those damages are available, it is through state law. Furthermore, there are already laws on the books that allow punishment of attorneys who represent clients in frivolous lawsuits. This bill effectively eliminates incentives for businesses to comply with federal law until 120 days after a person with a disability asks them to do so. See this fact sheet from Disability Rights Education & Defense Fund for more information.
The U.S. Supreme Court issued a unanimous decision in the case of Ehlena Fry, a student with cerebral palsy, who sought to use a service dog in school for tasks such as “retrieving dropped items, helping her balance when she uses her walker, opening and closing doors, turning on and off lights, and helping her take off her coat, [and] helping her transfer to and from the toilet.” The school refused to allow the service dog, arguing that a human aide was sufficient. Her parents sued the school district for violating her rights under the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act. A federal district court had dismissed the case on the basis that the parents must exhaust the administrative procedures under the Individuals with Disabilities Education Act (IDEA) before seeking relief under the ADA and Section 504 and the Sixth Circuit Court of Appeals agreed. The Supreme Court, in an 8-0 decision in Fry v. Napoleon Community Schools, ruled that a student does not need to exhaust the IDEA’s administrative process if the claim is not is not related to the adequacy of his/her education. Read The Arc’s statement on the ruling here.
Last week, the U.S. Department of Justice (DOJ) released a technical assistance document, Frequently Asked Questions about Service Animals and the ADA. The document includes frequently asked questions (FAQs) about the provisions of the Americans with Disabilities (ADA) that protect the rights of individuals and their service animals. As noted by the DOJ, it is as a follow-up to the DOJ’s 2011 guidance on Service Animals and the Revised ADA Requirements, and should be read in conjunction with the 2011 document.
The White House is seeking nominations for “Champions of Change for Disability Advocacy Across Generations”. This award recognizes individuals who have spent many years advocating for disability rights as well as dedicated young self-advocates. This event coincides with the 25th anniversary of the Americans with Disabilities Act. Nominations are due midnight Thursday, June 18. Nominate an individual and select “Americans with Disabilities Act” as the Theme of Service.
In commemoration of the 25th Anniversary of the Americans with Disabilities Act, the Census Bureau is releasing a “Facts for Features” providing a demographic snapshot of the U.S. population with a disability and examining various services available to them. The demographic snapshot includes information about institutionalization, transportation, employment, accessibility, and other useful information.
On Monday, the Department of Justice issued a new document to assist state and local governments in implementing Title II of the Americans with Disabilities Act (ADA). The document covers their obligations regarding service animals, communicating with people with disabilities, power-driven mobility devices, and policies and procedures. Additionally, it addresses the application of the 2010 ADA Standards for Accessible Design to new and existing facilities.
The U.S. Department of Education’s Office for Civil Rights released its FY 2013-2014 Report to the President, Protecting Civil Rights, Advancing Equity. This annual report contains data and case examples of reported cases of discrimination under section 504 of the Rehabilitation Act and Title II of the Americans with Disabilities Act. The report shows that the greatest number of complaints of discrimination pertain to receiving a free and appropriate education (FAPE), retaliation, and different treatment/exclusion/denial of benefits. In addition, the report includes data on combating disparities in school disciplinary practices (including restraint and seclusion); ensuring equal access to comparable educational opportunities; providing necessary academic adjustments for post-secondary students; safeguarding accessibility to appropriate technology; ensuring accessibility of programs, services, and facilities; and combating bullying and harassment on the basis of disability. See the report at: http://www2.ed.gov/about/reports/annual/ocr/report-to-president-and-secretary-of-education-2013-14.pdf