Please read:

Weber, Understanding Disability Law, Post-Secondary Education: pp. 119-131 (Secs. 4.02 [A], [B] & [E]) &

Disability Harassment: pp. 216-18 Sec. 7.04[B] (start with last para., bottom of p. 216 through the end of the section on p. 118).

Smith v. Regents - Court Order [pp. 1-5, 14: Sections I and IV]

Please answer 1 of the following questions:

Although the complaint contained allegations of racial and ethnic disparities in the standardized tests—and the judge’s decision will be to their benefit as much as to disabled students—why do you think the decision is couched heavily in terms of barriers for students with disabilities? How does this affect the messaging for disability and racial justice activists?
Should the same legal reasoning be applied in putting an end to qualifying exams like the GRE and LSAT?

Please answer 1 of the following questions:

If you care to share any lived experience in seeking educational accommodations, what would you identify as the major barriers and how would you mitigate/eliminate those barriers?
Is there something disempowering about a litigation strategy? If so, how can activists offset that disempowerment?

Please read:

In re JP (2019) [CONTENT WARNING: Snapchat threats of bodily harm and vulgar language] Read pp. 1-8 and last para. on p. 12; skim remainder of opinion.

Please answer 1 of the following questions:

Do you agree with the case outcome and the reasoning?
Is there any evidence that S was a disabled student? Notwithstanding, were other avenues open to school authorities or the prosecutor besides criminal prosecution?

You should be able to answer all 3 questions in 1 to 1-1/2 pages.