The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - 144
Mark Bauman • Denise L. Davidson • Michael C. Sachs • Tegan Kotarski
“. . . [the] refusal to assign her
a roommate because of her
disability, combined with the
approach taken in attempting to
persuade students to agree to be
her roommate . . . made her feel
isolated and stigmatized.”
an assigned roommate present during attendant care visits” (Coleman v. Zatechka, 1993,
p. 1364). In what could be described as a good
faith effort (Summers, 1982), UNL reserved
rooms specifically for students who needed
attendant care, and these students were then
assigned to live individually. Coleman learned
of UNL’s policy after her initial application
was denied and subsequent requests to be
included in the roommate pool were also rejected (Coleman v. Zatechka, 1993). Coleman
was not satisfied with this arrangement and,
as a result, filed a complaint with the Office
for Civil Rights (OCR). The first complaint
with OCR was resolved through a “formal discussion” (Coleman v. Zatechka, 1993, p. 1364),
and Coleman withdrew her charge when UNL
agreed to locate a roommate for the fall 1992
semester (Coleman v. Zatechka, 1993). Poor
communication, which suggested a lack of
effort by UNL to locate a roommate, led to
a second OCR complaint; however, “the evidence showed the university had in fact been
pursuing the matter during the months following the agreement” (Coleman v. Zatechka,
1993, p. 1364).
144
Despite UNL’s significant, though arguably under-communicated, efforts, a roommate was never secured. Coleman sued,
asserting that UNL’s “refusal to assign her
a roommate because of her disability, combined with the approach taken in attempting to persuade students to agree to be her
roommate . . . made her feel isolated and
stigmatized” (Coleman v. Zatechka, 1993, p.
1365). The court found that UNL violated
Title II of the ADA and Section 504 of the Rehabilitation Act of 1973. As Rothstein (1993)
concluded, “This case highlights one of the
key principles of the ADA and the Rehabilitation Act: that programs should be provided
in the most integrated setting that is feasible
and appropriate” (Physical Facilities Section,
para. 37).
Although nearly 20 years old, this case is
important for any discussion of law related
to students with disabilities and higher education. A full review of the memorandum of
decision in Coleman v. Zatechka (1993), for
example, reveals what could reasonably be considered a well-intentioned organization and its
personnel making good faith efforts to work
with its students, including those with and
without disabilities. Given the ever increasing
legal-judicial activity related to our nation’s
campuses (Kaplin & Lee, 1995), how do practitioners and educators ensure that our good
faith efforts and subsequent decisions uphold
clearly important standards of law?
This paper examines three federal laws
(Section 504 of the Rehabilitation Act, the
Americans with Disabilities Act, and the Fair
Housing Act) related to students with disabilities and how they apply to departments
of housing and residence life within institu-
The JourNal of College aNd uNiVersiTy sTudeNT housiNg
The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1
Table of Contents for the Digital Edition of The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1
The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1
Volume 39, No. 2 Table of Contents
Letter from the Editor
Factors That Play a Role in First-Year Students’ On-Campus Housing Decisions
Influence of Academically Based Living-Learning Communities on Men’s Awareness of and Appreciation for Diversity
Using the Theory of Planned Behavior to Predict Resident Assistants’ Intention to Refer Students to Counseling
Parental Notification of Alcohol or Drug-Related Violations: Parents’ Perceptions and Reactions to the Practice
Counselor, Teacher, Role Model, Cop: Understanding RA Satisfaction Through the Use of Metaphor
Living and Learning in College
The Past, Present, and Future of Residential Colleges: Looking Back at S. Stewart Gordon’s “Living and Learning in College”
The Journal of College and University Student Housing Volume 40, No. 1 – Addressing the Needs of Residential City University, Students with Disabilities Theme Issue
Volume 40, No. 1 Table of Contents
Introduction - Addressing the Needs of Residential Students with Disabilities
Service, Comfort, or Emotional Support? The Evolution of Disability Law and Campus Housing
Implementing Universal Design: A Collaborative Approach to Designing Campus Housing
Supporting Students with Severe Physical Disabilities: The Illinois Model
College Students with Intellectual Disabilities: How Are They Faring?
A Collaborative Support Model for Students on the Autism Spectrum in College and University Housing
When Community and Conduct Collide: Residents with Invisible Disabilities and the Student Conduct Process
The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1
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The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - Letter from the Editor
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The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - Factors That Play a Role in First-Year Students’ On-Campus Housing Decisions
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The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - Influence of Academically Based Living-Learning Communities on Men’s Awareness of and Appreciation for Diversity
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The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - Using the Theory of Planned Behavior to Predict Resident Assistants’ Intention to Refer Students to Counseling
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The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - Parental Notification of Alcohol or Drug-Related Violations: Parents’ Perceptions and Reactions to the Practice
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The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - Counselor, Teacher, Role Model, Cop: Understanding RA Satisfaction Through the Use of Metaphor
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The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - Living and Learning in College
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The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - The Past, Present, and Future of Residential Colleges: Looking Back at S. Stewart Gordon’s “Living and Learning in College”
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The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - The Journal of College and University Student Housing Volume 40, No. 1 – Addressing the Needs of Residential City University, Students with Disabilities Theme Issue
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The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - Volume 40, No. 1 Table of Contents
The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - Introduction - Addressing the Needs of Residential Students with Disabilities
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The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - Service, Comfort, or Emotional Support? The Evolution of Disability Law and Campus Housing
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The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - Implementing Universal Design: A Collaborative Approach to Designing Campus Housing
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The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - Supporting Students with Severe Physical Disabilities: The Illinois Model
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The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - College Students with Intellectual Disabilities: How Are They Faring?
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The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - A Collaborative Support Model for Students on the Autism Spectrum in College and University Housing
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The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - When Community and Conduct Collide: Residents with Invisible Disabilities and the Student Conduct Process
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