Pattern of accessibility failures for wheelchair student in public school — worth pursuing legally?
Location: Missoula, Montana
I’m a parent of a disabled student in the Montana public school system, and I’m trying to understand whether the repeated accessibility issues we’ve experienced over the years rise to the level of ADA/504 violations or disability discrimination worth formally pursuing.
My son uses a wheelchair, and throughout his time in public school we’ve repeatedly encountered issues related to accessibility, safe access, and accommodations.
Examples include:
• Ongoing issues with safe wheelchair-accessible drop-off and pickup access.
• Accessible parking/drop-off areas being altered or removed without communication or alternative planning.
• Recently arriving at school to find the accessible parking area blacked out without notice or accommodation planning.
• Repeated problems with snow and ice blocking curb cuts and accessible pathways.
• Multiple instances where we had to repeatedly contact administration to address accessibility barriers that should have already been handled.
• Situations involving denial, restriction, or difficulty accessing wheelchair accommodations.
• A broader pattern where accessibility concerns often feel reactive only after complaints are made rather than proactively addressed.
Over time, this has become emotionally exhausting and has created an ongoing burden on our family to continually advocate for basic accessibility and equal access.
We have documentation of many incidents through emails and communication with school staff and administration.
At this point, I’m trying to understand:
• Whether this pattern potentially constitutes ADA or Section 504 violations.
• Whether repeated accessibility failures over multiple years become legally actionable.
• Whether families typically pursue OCR complaints, disability advocacy organizations, or attorneys first.
• Whether others have experienced similar patterns with public school systems.
My goal is accountability and meaningful change so disabled students are not repeatedly placed in situations where they must fight for basic accessibility, safety, and equal treatment.