Report on the 35th Anniversary of the Americans with Disabilities Act and Clemson University’s Commitment to Accessibility

Introduction to the Americans with Disabilities Act (ADA)

On July 26th, 2025, the 35th anniversary of the Americans with Disabilities Act (ADA) was observed. The ADA mandates equal opportunity and prohibits discrimination against individuals with disabilities. It has been a transformative law impacting business practices, infrastructure, and public perception of people with disabilities. The legislation provides legal recourse for disabled persons facing discrimination, equating it with protections based on race, color, sex, national origin, religion, and age.

Significance of the ADA in Relation to Sustainable Development Goals (SDGs)

• SDG 4 – Quality Education: Ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all.
• SDG 8 – Decent Work and Economic Growth: Promoting inclusive and sustainable economic growth, employment, and decent work for all.
• SDG 10 – Reduced Inequalities: Reducing inequality within and among countries by protecting the rights of marginalized groups including persons with disabilities.
• SDG 11 – Sustainable Cities and Communities: Making cities and human settlements inclusive, safe, resilient, and sustainable through accessible infrastructure.

Clemson University’s Commitment to Accessibility

Clemson University remains dedicated to creating an inclusive environment that accommodates diverse needs and promotes equal access to information, facilities, and activities for everyone. The University provides numerous resources to support students, faculty, and staff living with disabilities.

Dan Lewis, Clemson’s Director of Digital Accessibility, emphasizes that the ADA serves as a cornerstone for civil rights and nondiscrimination standards, covering employment, transportation, public entities, telecommunications, and other daily life aspects.

Experiencing Clemson as a Disabled Person

Billy Edwards, Director of Clemson’s Center for Behavior Analysis and a person living with cerebral palsy, shares insights on accessibility challenges and progress at Clemson:

1. Campus Challenges: Being an older campus, Clemson faces inherent accessibility challenges that require ongoing efforts.
2. Support and Responsiveness: Clemson has a dedicated team focused on accessibility, ensuring proactive and responsive solutions.
3. Physical Limitations: Edwards highlights the importance of planning for stamina, mobility, and time management due to his condition.
4. Common Obstacles: Parking and navigating sloped grounds are notable challenges impacting daily activities.
5. Use of Technology: Preference for virtual meetings to overcome physical barriers and maintain productivity.

Edwards acknowledges Clemson’s success in disability awareness, digital accessibility, parking, transportation, and ADA training, reinforcing that disabilities transcend gender, race, and ethnicity.

Clemson’s Mission Under the ADA and the ClemsonLIFE Program

Erica Walters, Director of ClemsonLIFE (Learning is For Everyone), highlights the program’s transformative impact on young adults with intellectual disabilities. The program prepares students for competitive employment and independent living within a university setting.

• Comprehensive Approach: Combines academics, independent living skills, employment readiness, and social/leisure development.
• Integration: ClemsonLIFE students are fully integrated into campus life, including Greek life, student government, intramural sports, housing, and classrooms.
• Foundation in ADA: The program’s success is rooted in the legal protections and standards established by the ADA.

Areas for Improvement and Future Directions

Despite progress, Clemson recognizes the need for continuous improvement in accessibility:

1. Inclusive Planning: Greater involvement of persons with disabilities in early stages of planning, development, and construction to enhance inclusivity and universal design.
2. Addressing Hearing Disabilities: Recognition that legislation may be insufficient for some groups, such as the deaf community, due to limited involvement during the ADA’s inception.
3. Cultural Change: Raising awareness and reframing perceptions to foster an inclusive culture remains a significant challenge.

Dan Lewis expresses confidence that Clemson will continue evolving to create an environment that supports all students, faculty, and staff regardless of disability.

Conclusion

The 35th anniversary of the ADA underscores the critical role of legislation in advancing the rights and inclusion of persons with disabilities. Clemson University exemplifies commitment to the Sustainable Development Goals by fostering accessibility, inclusivity, and equal opportunity through programs like ClemsonLIFE and ongoing campus improvements. Continued efforts to engage disabled persons in planning and cultural transformation are essential to achieving the vision of a truly inclusive society.

1. Sustainable Development Goals (SDGs) Addressed or Connected

1. SDG 4: Quality Education
   • The article discusses Clemson University’s commitment to accessibility in education, including the ClemsonLIFE program that supports young adults with intellectual disabilities.
2. SDG 10: Reduced Inequalities
   • The Americans with Disabilities Act (ADA) mandates equal opportunity and prohibits discrimination against individuals with disabilities, directly addressing inequality.
   • The article highlights efforts to create an inclusive environment and equal access to facilities, information, and activities.
3. SDG 3: Good Health and Well-being
   • Support for individuals with disabilities, including those with cerebral palsy and developmental disabilities, contributes to their well-being and ability to participate fully in society.
4. SDG 11: Sustainable Cities and Communities
   • The article mentions accessibility improvements in infrastructure such as sidewalks, parking, and transportation on campus, which aligns with making cities and communities inclusive and accessible.

2. Specific Targets Under the Identified SDGs

1. SDG 4: Quality Education
   • Target 4.5: Eliminate gender disparities and ensure equal access to all levels of education and vocational training for vulnerable populations, including persons with disabilities.
   • Target 4.a: Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments.
2. SDG 10: Reduced Inequalities
   • Target 10.2: Empower and promote the social, economic and political inclusion of all, irrespective of disability.
   • Target 10.3: Ensure equal opportunity and reduce inequalities of outcome, including through legislation and policies like the ADA.
3. SDG 3: Good Health and Well-being
   • Target 3.4: Promote mental health and well-being, which can be linked to support for people with developmental disabilities and autism spectrum disorder.
4. SDG 11: Sustainable Cities and Communities
   • Target 11.2: Provide access to safe, affordable, accessible and sustainable transport systems for all, improving road safety, especially for vulnerable groups including persons with disabilities.
   • Target 11.7: Provide universal access to safe, inclusive and accessible green and public spaces.

3. Indicators Mentioned or Implied to Measure Progress

1. Accessibility of Facilities and Infrastructure
   • Implied indicators include the availability and quality of accessible physical infrastructure such as sidewalks, parking spaces, automatic doors, and transportation services.
2. Participation and Inclusion in Education
   • Indicators related to enrollment, retention, and graduation rates of students with disabilities, as well as their integration in campus life activities (e.g., Greek life, student government, sports).
3. Digital Accessibility
   • Measures of compliance and improvements in digital accessibility of websites and electronic documents.
4. Legal and Policy Compliance
   • Indicators related to enforcement and adherence to the ADA and related legislation, including training and awareness programs.
5. Employment and Independent Living Outcomes
   • Indicators measuring employment readiness, competitive employment rates, and independent living skills among persons with intellectual disabilities, as supported by programs like ClemsonLIFE.

4. Table of SDGs, Targets and Indicators

Source: news.clemson.edu