Updates on Recent Education Policies for Students with Mobility Disabilities
Recent court rulings, federal rules, and proposed legislation demonstrate continuing efforts to promote inclusion, define the duties of educational institutions, and remove obstacles that restrict access for students using mobility aids.
Ensuring students with mobility disabilities have full access to education remains a central concern under Title III of the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act. Recent legal decisions, federal regulations, and legislative proposals reflect ongoing efforts to expand inclusion, clarify institutional responsibilities, and address barriers that limit educational opportunities for students who rely on wheelchairs, walkers, or other mobility devices.
Recent developments in law, policy, and enforcement have significant implications for accessibility in schools and higher education, directly affecting students who rely on mobility aids and shaping the implementation of accommodations and inclusive practices.
Supreme Court Decision Enhances Protections for Students with Mobility Disabilities
On June 12, 2025, the U.S. Supreme Court issued a unanimous ruling in A.J.T. v. Osseo Area Schools, establishing that students with disabilities, including those with mobility impairments, must be evaluated under the same legal standards as others when asserting claims under the ADA and Rehabilitation Act. The Court’s decision overturned lower-court precedents that had sometimes required students in educational settings to meet stricter or specialized criteria to prove discrimination.
By applying the general standards of disability law, the ruling reinforces that schools cannot create additional legal hurdles that limit access to education or accommodations for students with mobility challenges. The opinion explicitly notes that reasonable accommodations—such as wheelchair-accessible classrooms, ramps, elevators, adapted transportation, and accessible laboratory or athletic spaces—must be provided without subjecting students to burdensome or inconsistent legal scrutiny. Legal experts and advocacy groups have characterized the ruling as a significant step toward ensuring that all students with disabilities have equitable access to educational opportunities and the protections intended under federal law.
DOJ Finalizes Rule on Digital and Physical Accessibility for Public Schools
In April 2024, the Department of Justice (DOJ) finalized a rule under Title II of the ADA, requiring public schools, community colleges, and public universities to ensure that both digital platforms and physical facilities are fully accessible to students with disabilities, including those with mobility impairments. Under the rule, all digital content—including websites, learning management systems, and mobile applications—must meet the Web Content Accessibility Guidelines (WCAG) 2.1 Level AA, ensuring that students with mobility challenges can navigate online course materials, registration systems, and campus services without barriers.
In addition to digital accessibility, the rule reinforces physical accessibility standards, highlighting the need for ramps, elevators, accessible classrooms, laboratories, restrooms, and barrier-free pathways throughout campuses. The DOJ emphasizes that accessibility planning must be proactive and comprehensive, integrating both structural modifications and digital solutions to create fully inclusive learning environments.
Compliance with this rule not only fulfills legal obligations under the ADA but also aligns with broader educational goals of equity and inclusion, ensuring that students with mobility disabilities can participate in academic, extracurricular, and campus life on an equal footing with their peers.
RISE Act Introduced to Improve Higher Education Access
On June 12, 2025, the Respond, Innovate, Support, and Empower (RISE) Act was introduced in the House of Representatives to improve access to higher education for students with disabilities, including those with mobility impairments. The legislation is designed to streamline the accommodation process by allowing colleges and universities to accept existing documentation, such as Individualized Education Programs (IEPs) or Section 504 plans, rather than requiring students to undergo repetitive or redundant evaluations.
The bill also mandates that institutions maintain transparent, accessible policies for requesting and receiving accommodations, making it easier for students to understand their rights and available resources. In addition, the RISE Act allocates funding to establish and support technical assistance centers that provide guidance to both students and institutions on best practices for accessibility. It further requires schools to collect and report data on students with disabilities to monitor inclusion and ensure accountability.
These measures collectively aim to reduce structural and administrative barriers, enabling students with mobility challenges to fully access campus facilities, classrooms, laboratories, libraries, and extracurricular programs. Advocates note that, if enacted, the RISE Act could significantly enhance consistency in accommodations and foster a more equitable learning environment across postsecondary institutions.
You can help the RISE Act pass by contacting your members of Congress, sharing your experiences with accessibility challenges in higher education, and urging legislators to prioritize consistent, equitable accommodations for students with mobility disabilities.
Enforcement Challenges and State-Level Advocacy
Recent staffing reductions at the U.S. Department of Education have resulted in a backlog of over 25,000 unresolved civil rights complaints, including cases involving students with mobility disabilities. These delays can significantly impede the timely provision of essential physical accommodations, such as wheelchair-accessible classrooms, science and computer labs, gym facilities, restrooms, and campus transportation services. Extended wait times for federal review may limit students’ participation in academic and extracurricular programs, creating gaps in educational access and inclusion.
In response, families are encouraged to explore state-level enforcement options, work with local disability advocacy organizations, and document accessibility barriers thoroughly. Proactive engagement can help ensure that mobility needs are addressed promptly and that schools remain accountable for complying with ADA and Section 504 requirements. Advocacy at the local level is particularly critical when federal mechanisms are delayed, as it can expedite accommodations and highlight persistent accessibility challenges that require systemic attention.
Frequently Asked Questions
What legal protections exist for students with mobility disabilities in schools?
Students are protected under Title III of the Americans with Disabilities Act and Section 504 of the Rehabilitation Act, which require schools and public educational institutions to provide reasonable accommodations, ensure accessible facilities, and prevent discrimination based on disability.
What types of accommodations are typically provided for mobility disabilities?
Accommodations may include wheelchair-accessible classrooms and hallways, ramps and elevators, accessible restrooms, adapted seating in laboratories and cafeterias, and transportation support. Schools are also required to ensure access to digital platforms used for learning.
How do recent Supreme Court and legislative developments affect students with mobility disabilities?
The A.J.T. v. Osseo Area Schools ruling clarifies that students can pursue ADA and Section 504 claims under standard discrimination law, strengthening enforcement rights. The RISE Act, if passed, would simplify the process for students to receive accommodations in higher education.
What should families do if a school delays or denies mobility accommodations?
Families can file complaints with the Office for Civil Rights at the Department of Education or pursue state-level agencies and advocacy groups if federal enforcement is delayed. Keeping thorough documentation of requests and communications is essential.
Are digital learning platforms also required to be accessible?
Yes. Public schools, community colleges, and universities must comply with the WCAG 2.1 Level AA standards for web and mobile content, ensuring students with mobility or other disabilities can access online course materials, registration systems, and campus resources.
How can students and families advocate for better accessibility?
Effective advocacy includes documenting accessibility barriers, communicating clearly with school administrators, referencing ADA and Section 504 requirements, collaborating with advocacy organizations, and sharing experiences to highlight gaps in policy implementation.
Ensuring full educational access for students with mobility disabilities requires vigilance, advocacy, and awareness of evolving laws and policies. Recent Supreme Court rulings, the DOJ’s accessibility standards, and proposed legislation like the RISE Act demonstrate ongoing efforts to reduce barriers and promote inclusive learning environments. At the same time, enforcement challenges highlight the importance of proactive engagement at both federal and state levels.
You can take action by requesting necessary accommodations, documenting accessibility barriers, and communicating with your school or local advocacy organizations. Reach out to legislators to support policies that strengthen inclusion and ensure that students who rely on mobility aids can participate fully in all aspects of education. Sharing your experiences can drive change and help create schools and campuses where mobility disabilities are met with consistent support, rather than obstacles.