For 15 years, schools and universities have been striving to comply with the Americans with Disabilities Act (ADA), and make their programs and facilities accessible to people with disabilities. It is not uncommon to see education facilities outfitted with ramps, elevators, special parking spaces, curb cuts, playground equipment, and signage--all in an effort to negate the obstacles that prevent people with disabilities from using the facilities with ease. For those administrators who are responsible for making sure their campuses are accessible, the effort requires continual vigilance. As a campus changes, potential impediments to those with disabilities can arise. Expansions and renovations can alter buildings and grounds, and affect accessibility. A school may add new programs or move existing ones to a location that has barriers to mobility, inadequate Braille signage for those with sight impairments, or acoustical conditions that hinder the learning of those with hearing difficulties; those conditions may necessitate facility alterations. Temporary conditions, such as construction sites, may create unanticipated barriers. New students or staff members may have disabilities that need to be addressed specifically. Updated guidelines or interpretations of the law may force schools to make further alterations. Schools and universities that have numerous accessibility issues to address can get a clearer view of the upgrades that are needed by going directly to those affected.