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of the Rehabilitation Act

Civil rights provision stating that individuals with disabilities should not be excluded, denied aid, or discriminated against.

Dell, A. G., Newton, D. A., & Petroff, J. G. (2017). Assistive technology in the classroom: Enhancing the school experiences of students with disabilities. (3rd ed.). Boston, MA: Pearson.

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(Americans with Disabilities Act)

This federal law protects individuals with disabilities from discrimination by public entities and guarantees equal opportunity to access public programs and facilities.

Dell, A. G., Newton, D. A., & Petroff, J. G. (2017). Assistive technology in the classroom: Enhancing the school experiences of students with disabilities. (3rd ed.). Boston, MA: Pearson.

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(Individuals with Disabilities Act)

This federal law that makes available a free appropriate education to individuals with disabilities and ensures special education and related services to those individuals.

Dell, A. G., Newton, D. A., & Petroff, J. G. (2017). Assistive technology in the classroom: Enhancing the school experiences of students with disabilities. (3rd ed.). Boston, MA: Pearson.

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IDEA clearly defines that assistive technology has to be considered for every student receiving educational services and Section 504 adds on that by stating that this group of people should not discriminated from any participation, or denied for benefits. The ADA expands on the 504 as well but it goes broader to public places, schools, places of employment, and etc. The combination of these 3 is to require all people with disabilities a requirement to have an education with any accommodations needed.

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Each of the laws contains different language to define AT. The ADA defines auxiliary 🤬 and services which is to include AT devices and services. IDEA specifically defines AT, and Section 504 does not contain a definition, but says 'supplementary 🤬 and services'. However, they all mandate that schools provide AT. I think that all three laws work together to reinforce the need for AT.

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Each of the laws contains different language to define AT. The ADA defines auxiliary 🤬 and services which is to include AT devices and services. IDEA specifically defines AT, and Section 504 does not contain a definition, but says 'supplementary 🤬 and services'. However, they all mandate that schools provide AT. I think that all three laws work together to reinforce the need for AT.

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With the three of these laws combined, it enhances the opportunity for ALL students to receive assitive technology who need it. Each law has different terminology that goes further than the previous, enforcing students receive the services they need to further their education.

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I think it is important to consider what each law brings into the workings of AT. Each law adds something that the other does not making clear and promoting the opportunity for students to receive AT. IDEA provides us with a definition and broad regulation requirements under special education law. ADA provides us with specific examples of AT and AT services while also providing protection against discrimination, while The Rehabilitation act ensures inclusion. Without each of these pieces, some children may fall through the cracks and not receive the services they require.

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Under the Individuals with Disabilities Education Act (IDEA), more students are considered for assistive technology services due to a wider range of disabilities. Under the Americans with Disabilities Act (ADA), students are protected from discrimination based a disability. Assistive technology is not defined in the ADA, but generally considered to be "auxiliary 🤬 and services." Section 504 of the Rehabilitation Act of 1973 expands the category of students with disabilities to include students with medical conditions, who did not qualify for special education. The medical condition impact the education process to be considered for assistive technology services. All three of these federal laws protect the right to an equal opportunity for education and success.

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IDEA covers the accessibility of individuals with disabilities to the least restrictive environment, however IDEA alone leaves the execution of this to be quite vague. However, paired with section 504 of the Rehabilitation Act, the means at which individuals may be supported is more explicitly stated (through AT). Further, alongside Americans with Disabilities Act, these individuals are given protection of their right to have equal access to public entities and facilities. Through all 3 of these laws, individuals' rights to fair and equal access to both public and educational resources is protected.

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The combination of the 3 laws promotes opportunity for AT because:

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The combination of the 3 laws promotes opportunity for AT because:

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There are a variety of disabilities. Some visible, some silent and found in individuals of all ages. If a school deems that a student who suffers from chronic fatigue and feels that they don't qualify for AT services under IDEA, Section 504 would cover the student and allow them to be considered for AT. This can apply  to students who are out of high school and pursuing postsecondary education. ADA would cover this student while IDEA would not. These scenarios are reasons why the combination of the 3 laws promote opportunity. This ensures that "students who are not identified as eligible for special education services under the IDEA must receive AT devices/services under Section 504 or under the ADA." (Texas Assistive Technology Network, 2004, p. ).