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\section{Introduction}  In 2010, the U.S. Census Bureau released a report which stated that there are about 56.7 million Americans who have a disability, making them the largest minority (Brault, 2012). The term disability may imply a broad range of physical, cognitive, emotional and mental conditions which limit one's way of life; individuals with disabilities meet a broad range of technological barriers, often times more than one (Pub. L. 110-325, 1990). Many Americans with disabilities experience less career success than their non-disabled peers (Kulkarni, 2014). As post-secondary education becomes increasingly crucial for employability, it is becoming more common for Americans to pursue higher education. Within the population of those with disabilities who do pursue post secondary education, the attrition rate is high due to many barriers, including the accessibility of curriculum materials, electronic equipment and resources (ref). (Belch, Holley A, 2004).  K-12 institutions are required to maintain different legal mandates than those that post-secondary institutions are held accountable for, making the academic and technological transition from secondary to post-secondary difficult and often ambiguous for many students with disabilities. This paper solely focuses on the current legal and technological state of AT services in higher education within Washington State. \subsection{History/Background}  The term assistive technology has been legally defined as having two seperate meanings. An assistive technology device is considered to be "any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve functional capabilities of individuals with disabilities" (Pub. L. 106-398, 2000). An assistive technology service is defined as "any service that directly assists an individual with a disability in selection, acquisition or use of an assistive technology device" (Pub. L. 106-398, 2000).