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Invisible Disabilities and the Student Conduct Process
professionals must be aware of federal regulations and mandates. That said, legalities allow
a level of flexibility for institutional agents to
facilitate education. The end goal is to learn
how to operate within the legal framework in
an educationally effective manner that complements institutional culture and organizational
goals (Bickel & Lake, 1999; Lake, 2011). To be
comfortable addressing invisible disabilities,
educators need a baseline understanding of
the pertinent legal framework.
This framework concerning disability
derives from Section 504 of the Rehabilitation
Act of 1973, which prohibits agencies—both
public and private colleges and universities—
from discriminating against anyone because
of disability, a mandate strengthened by the
Americans with Disabilities Act of 1990.
The Americans with Disabilities Act Amendments Act (2008) broadened protection in
several ways. The act defines an individual
with a disability as a person who has “a physical or mental impairment that substantially
limits one or more major life activities; has a
record of such an impairment; or is regarded
as having such an impairment” (ADA, 2008,
Sec. 12102, para. 1); the last part of this definition—“is regarded as having an impairment”—began to be more broadly interpreted
so that students need only show that the perception of a disability can lead to discrimination (“perception” being an easier legal
standard to prove) (Bowman, 2011). Mitigating factors, such as the presence of medication that effectively treats a disability, cannot
be said to preclude the presence of a disability.
Finally, the definition of a “qualified disability” was expanded to provide increased coverage (Burke, Friedl, & Rigler, 2010). These
changes require institutions to be precise and
consistent when identifying and addressing
students with disabilities. Moreover, educators cannot consider someone to be disability-free because they are receiving treatment
and are symptom-free. The institution has an
ongoing obligation to reasonably accommodate such students.
The right to reasonable accommodation
sometimes stymies the student accountability
efforts of educators. Practitioners misinterpret
the law or fear legal scrutiny of their professional practice unduly and do not consider
the educational or developmental steps necessary to hold students accountable. Therefore,
educators should understand that institutional
policies apply equally to both students with
and without disabilities. The Office of Civil
Rights (2001) asserted that institutions should
expect all students to abide by student codes of
conduct and other published institutional policies. While the purpose of the conduct process
cannot be to reveal a disability and issue a
sanction against a student’s disability, educators should nevertheless address instances of
alleged misconduct involving students with
disabilities (Office of Civil Rights, 2001).
Pavela (2008) posits that institutions of
higher learning must be consistent with their
conduct processes as they apply to students
with invisible disabilities. The existence of a
disability does not affect the conduct process
unless the institution fails to provide lawfully
requested reasonable accommodations, which
interferes with a student’s ability to adhere
to the code of conduct, or the institution fails
to consider mitigating situational factors as
it addresses the issue (Office of Civil Rights,
1999). In sum, it is important that instituV o l u m e 4 0 , No. 1 • 2 0 1 3
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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 - 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 - 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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