Making postsecondary education truly available to those with disabilities has become an urgent priority for handicapped citizens and government at the state and national levels. Handicapped access policies at private or independent institutions of higher education can be broadly characterized by two different policy approaches: policies that are primarily compliance-oriented, and policies that are more proactive and more service-oriented. Private institutions of postsecondary education in Texas must be in compliance with various state laws and regulations and with federal legislation if any form of federal financial assistance is received. In a compliance-oriented approach, provision for handicapped access is governed by the concept of "reasonable accommodation." A broader, proactive policy regarding handicapped accessibility recognizes that access goes beyond architecture, and addresses the areas of admissions, general services, and instructional services. This type of policy might make such provisions as permitting submission of scores from untimed college admission examinations, providing special off-campus transportation and homebound academic courses, and providing separate registration for disabled students. Advantages and disadvantages of each policy approach are discussed. A review of the literature documents the importance of social integration, the problems with institutional attitudes, and issues in program accessibility. 23 references. (JDD)