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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. The term {disability} may imply a broad range of physical, cognitive, emotional and mental conditions which limit one's way of life, including both "severe" and "non-severe" conditions. This means that individuals with disabilities meet a broad range of technological barriers, often times more than one. Of the 56.7 million Americans that have a disability, many experience less career success than their non-disabled peers. As the normalization of requiring post-secondary education for a wide range of careers is increasing, 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 and electronic equipment and resources. Additionally, any legal mandates K-12 institutions are required to maintain vary significantly from post-secondary institutions, making the academic and social 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 \textit{services} in higher education. \subsection{History/Background}  The term assistive technology has been legally defined as having two seperate meanings. An assistive technology \textit{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." while an assistive technology \textit{service} is defined as "any service that directly assists an individual with a disability in selection, acquisition or use of an assistive technology device."