Sponsors (13)
Makes several targeted changes to the Higher Education Act to clarify the statutory definition of “disability,” require colleges to accept common forms of documentation and publish clear, accessible policies for recognizing students with disabilities, require institutions to report aggregated data on registered undergraduate students with disabilities to federal postsecondary data collections, and authorizes $10 million for a national center supporting postsecondary students with disabilities. The Act also says it does not change the meaning or enforcement of terms and rights under the Americans with Disabilities Act.
Amend Section 103(6) of the Higher Education Act of 1965 by striking the text "section 3(2)" and inserting "section 3" in its place.
Adds a new paragraph (30) to Section 487(a) of the Higher Education Act of 1965, requiring institutions to carry out specified actions to support students with disabilities.
Adopt policies that make documentation of an individualized education program (IEP) under IDEA section 614(d) sufficient to establish that an individual has a disability. (Institutions may ask for additional documentation if the person had an IEP but was later found ineligible for IDEA services.)
Adopt policies that make documentation describing services or accommodations provided under Section 504 of the Rehabilitation Act (a "Section 504 plan") sufficient to establish that an individual has a disability.
Adopt policies that make a plan or record of service from a private school, local educational agency, State educational agency, or institution of higher education provided under the Americans with Disabilities Act sufficient to establish that an individual has a disability.
Who is affected and how:
Undergraduate students with disabilities: Directly affected. The bill makes it easier for students to have common documentation recognized as sufficient proof of disability at colleges and requires clearer, public information about how to obtain accommodations. That could reduce administrative hurdles for students seeking academic adjustments and support services.
Institutions of higher education (public, private, nonprofit): Must update policies and procedures to accept listed documentation types, publish accessible guidance, and submit aggregated disability data to federal data collections. Colleges will need to ensure compliance with documentation, communication, privacy safeguards, and data reporting processes; these are administrative responsibilities that may require staff time and systems work.
Disability services staff and student support offices: Will likely experience the most operational impact by implementing clearer intake standards, updating web/orientation materials, and preparing data reporting. The bill allows flexibility to adopt less-burdensome approaches, which may reduce friction in implementation.
Federal data systems and researchers (IPEDS / Department of Education): Will receive new, standardized aggregated data on registered undergraduate students with disabilities, improving the federal picture of postsecondary participation and outcomes for this population. The data can inform policy, program design, and accountability efforts, while the privacy carve-out prevents disclosure of identifiable student information.
National center for postsecondary students with disabilities: Receives an explicit $10 million authorization to support its work; this strengthens federal backing for technical assistance, training, or research that center provides. The authorization does not itself appropriate funds but signals a funding level for potential appropriation.
Legal/rights landscape: The bill includes an explicit non‑preemption statement that it does not change ADA definitions, rights, or remedies; it therefore clarifies that existing ADA protections and standards (for example, "reasonable accommodation") remain unchanged.
Net effect: The legislation standardizes and increases transparency around institution-level disability documentation and accommodation procedures and improves federal data collection on undergraduate students with disabilities. Institutions will incur administrative compliance tasks; students should see clearer pathways to request accommodations. The $10 million authorization supports federal-level assistance but does not guarantee immediate appropriations for institutional compliance costs.
Referred to the House Committee on Education and Workforce.
Last progress June 12, 2025 (8 months ago)
Introduced on June 12, 2025 by Suzanne Bonamici