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Apling, R., & Jones, N. (2005). Individuals with Disabilities Education Act (IDEA): Analysis of changes made by PL 108-446. Congressional Research Service. In Library of Congress.

Brown, C. (1992). Assistive technology computers and persons with disabilities. Communications of the ACM, 35(5), 36-45.

Sullivan, P. V. (1995). The Americans with Disabilities Act of 1990: An analysis of Title III and applicable case law. Suffolk UL Rev., 29, 1117.

Lipkin, P. H., Okamoto, J., Council on Children with Disabilities and Council on School Health, Norwood Jr, K. W., Adams, R. C., Brei, T. J., ... & Young, T. (2015). The Individuals with Disabilities Education Act (IDEA) for children with special educational needs. Pediatrics, 136(6), e1650-e1662.

Mello, J. A. (1999). Ethics in employment law: The Americans with Disabilities Act and the employee with HIV. Journal of Business Ethics, 67-83.

TEDx (2020). Accessing the Artist Within | Sady Paulson & Mark Coppin | TEDxFargo. [Video] https://youtu.be/XTR88i9rygg

Zettel, J. J., & Ballard, J. (1979). The education for all handicapped children act of 1975 PL 94-142: Its history, origins, and concepts. Journal of Education, 161(3), 5-22.

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7. 20 USC § 1401 Individuals with Disabilities Education Act of 2004 (PL 108-446) 

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7. 20 USC § 1401 Individuals with Disabilities Education Act of 2004 (PL 108-446) 

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According to the video, Sadie benefited from digital education, whereby no one could realize that she had disabilities since she was performing very well in class and practical filming (TEDx Talks, 2:05-2:20). This law authorizes the state and local aid for special education and other related services for the people with disabilities (Apling & Jones, p. 109). The major difference between this act and IDEA 1997 is that offers special benefit to learners in public schools by outlining requirements for increased focus on accountability and improved outcomes by emphasizing; reading, early intervention, and research-based instruction from highly qualified teachers. Another major difference is it outlines procedural safeguards for students with disability.

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6. 20 USC § 1401 Individuals with Disabilities Education Act of 1997 (PL 105-17)

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6. 20 USC § 1401 Individuals with Disabilities Education Act of 1997 (PL 105-17)

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In the video, Sady benefits significantly from this law, where she receives several support from companies and people to further her education. She has received special education on using different technological devices like computers, iPods, iPhones, and TVs to help her with text-to-speech technology that gives her voice (TEDx Talks, 9:10-9:20). This has ensured she is at same par with any other learner. It can therefore be argued that the law has significantly helped her from the discrimination she could have received from class members and even from some professors due to her situation. Graduating among the top in the class was an unprecedented step as it set a piece of transparent information to the world at large that disability is not an inability and thus giving people equal opportunity in education is essential (Okamoto et al., 2015). All children with disability, just like Sady, can benefit from this Act because they are guaranteed safety in all public schools. Under state and federal law, public schools assume financial responsibility for the assistive technology device and services, but as a student transitions to adult life, the financial responsibility ends, and possession of the device is retained by the school district.

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5. 20 USC § 1401 Individuals with Disabilities Education Act of 1990 (PL 101-476)

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5. 20 USC § 1401 Individuals with Disabilities Education Act of 1990 (PL 101-476)

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Sady has benefited from different opportunities that universities and other bodies have offered her to chase her career of being a video editor. For instance, she was offered a full scholarship program to study digital cinematography, which was the turning point in her career development (TEDx Talks, 6:20-6:30). Also, through educational opportunities in the online digital program, she learned to make films and assist other people with disabilities in understanding their abilities despite their limitations. According to Okamoto et al., (p. 1655-1657), the law presents the provisions for an individual with disabilities education which is clearly reflected in the video. The Act ensures that all children with disabilities are entitled to a free appropriate public education to meet their unique needs and prepare them for further education, employment and independent living.

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4. 42 U.S.C. § 12101 Americans with Disabilities Act (PL 101-336)

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4. 42 U.S.C. § 12101 Americans with Disabilities Act (PL 101-336)

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In the video, Sady benefited from the law by being protected and appreciated in the music, gaming, and gaming design industry in the United States despite living with disabilities (TEDx Talks, 7:40-7:50). She was also on of the top members of her class and this clearly shows that her professors never undermined her because of her disability (TEDx Talks, 8:00-8:08). The law sets clear provisions which sort to protect the civil rights of people with disabilities in different aspects of life, from education, employment, transportation, and telecommunication (Sullivan, 1995). Every child with any form of disability in public school benefits from this Act by receiving federal funding, which includes most public schools.

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3. 29 USC § 2201Technolgy Related Assistance for Individuals with Disabilities Act of 1988 (PL 100-407)

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3. 29 USC § 2201Technolgy Related Assistance for Individuals with Disabilities Act of 1988 (PL 100-407)

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In the video, Sady explains that technology is part of her life and she owns all gadgets such phones, laptops, iPad etc. She has benefitted from various accessibility features found in these devices such as switch that gives her voice (TEDx Talks, 9:05-9:15). She has significantly benefited from Marc, a technological device that has enabled his work of editing videos for weddings, graduation, and bursaries. This law mainly supports different technologies which have been advanced to help people with disability either walk, communicate, breathe, and do so many things (Brown, p. 36-45). Assistive technology can help disabled students to build on their strengths and address their challenges. Audio components that read assignments and instructions to students out loud eliminate barriers created by visual deficiencies and learning disorders such as dyslexia.

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2. 20 USC § 1401 Education for All Handicapped Children Act of 1975 (PL 94-142)

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2. 20 USC § 1401 Education for All Handicapped Children Act of 1975 (PL 94-142)

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In the video, Sady has benefited from technological services to obtain knowledge, move through a wheelchair, and use the technological device to communicate. Through compulsory education for all handicapped people, Sady got skills of being a video editor and using different instruments to help artists produce their music (TEDx Talks, 2:28-2:33). The law supports any assistive technology service that can directly help a person with a disability acquire knowledge or use those devices (Zettel & Ballard, p. 48). This opens room for more handicapped education to acquire education comfortably like any other child, as it is guaranteed by the Act. Actually, free, appropriate public education (FAPE) to each child with a disability in every state and locality is a mandatory across the United States of America (Zettel & Ballard, p. 52).

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Sady has benefited from being provided with an opportunity to present her abilities. Through education and technological opportunities, she can educate others through video editing and communication (TEDx Talks, 7:20-7:27). This has helped her reach out to other people living with disability to access their artistic place through modern technology. This law prohibits discrimination on the grounds of disability in programs conducted by federal agencies, federal employment, the program receiving federal financial assistance, and employment practices of federal contractors (Mello, 1999). Just like Sady, the Act allows children with disabilities to have access school services by requiring schools to provide accommodations and modifications.