The cornerstones of special education law are the Americans with Disabilities Act (ADA), the Rehabilitation Act of 1973 (Section 504), and the Individuals with Disabilities Education Act (IDEA). One of the main purposes of these acts was to provide a national mandate to eliminate discrimination against disabled students in the workforce and in an educational setting, especially in grades K-12. These laws could also be applied to discrimination in higher education settings. The title of this dissertation was "Americans With Disabilities: Guidelines for Higher Education Administrators". The purpose of this study was to determine whether guidelines concerning appropriate accommodations for higher education students with disabilities could be developed by analyzing case law as well as the ADA, IDEA, and 504. A questionnaire based on court decisions was sent to one hundred higher education administrators, faculty, and staff in Connecticut to determine whether higher education administrators, faculty, and staff are informed of the provisions of the ADA, IDEA, and Section 504. Forty-two responses were received. The methodology employed was a historical review of United States Supreme Court decisions and select Federal Court of Appeals decisions concerning students with disabilities from 1995 to 1999. These decisions were analyzed to determine whether guidelines could be developed to assist higher education administrators, faculty, staff, and students when addressing issues related to students with disabilities. Additionally, data sources included text, dissertations, educational magazines and newspapers, as well as interviews. Five research questions were considered, including the following: What are the specific guidelines that can be developed from United States Supreme Court, Federal and State Court of Appeal rulings, concerning Americas With Disabilities Act and the Rehabilitation Act of 1973, related to application of college students, academic accommodations, residency, transportation and employment for higher education administrators, college professors, and students? Twenty-seven guidelines were developed and these were reviewed by a panel of experts for appropriateness. Members of the panel included an attorney, two professors, and an affirmative action administrator. Seven recommendations for future research were also offered, including replicating the study beginning with cases from 2000, or focusing on the development of guidelines for elementary and secondary education, or for the workplace. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]