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What could be included in future legislation to improve access to a free and appropriate public education for students with disabilities?

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What could be included in future legislation to improve access to a free and appropriate public education for students with disabilities?

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· Development of more specific and achievable technology goals

· Laws to increase the knowledge, skills, and confidence of team members

· Fighting corruption in the lower socio-economic areas.

· Need for technical assistants present in the areas

· Need for adequate assessment and planning processes

· More funding

· Specific laws to remedy difficulties in procuring and managing equipment

References
https://pubmed.ncbi.nlm.nih.gov/15771212/
https://assistivetechnologyhub.com/barriers-to-the-use-of-assistive-technology/

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What are the barriers schools experience in implementing the current federal statutes affording students with disabilities equal access to public schools?

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What are the barriers schools experience in implementing the current federal statutes affording students with disabilities equal access to public schools?

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1. People’s view about assistive technology

We live in a world where we believe that teachers are the only individuals who can help the students understand while in class. Most teachers, especially, believe that learning aids can’t help a student succeed.

2. Lack of training in Assistive Technology

The lack of trainers, or teachers with knowledge about the tools is one of the leading factors blocking the introduction and use of AT in classrooms.

3. Lack of resources

The use of these tools in remote areas, especially, has proven difficult. Most of those areas have no electricity and even network connections. When it comes to such areas, using most of the assistive tools such as phone speech tools can be a challenge.

4. Poverty

People in poverty find themselves in a dilemma trying to choose between the basic needs and assistive devices. These people would be forced to pick the basic needs over the special tools for their loved ones. Schools affected by poverty may not only lack the tools, but they also lack the support needed to educate their trainers on how to use the tech advancements.

5. Poor management of resources/funds

Poor office management has resulted in assistive tools not being used in most parts of the nation. The government ought to spearhead the campaign for the implementation of assistive tools in classes.

6. Lack of family involvement

There are families and homes who strongly believe that such devices can’t perform any better as compared to what a teacher can do at school. They, therefore, go ahead and force their kids to study like the others. Doing so doesn’t end well as it’s the kids who end up suffering.
(assistivetechnologyhub.nd)

References
https://assistivetechnologyhub.com/barriers-to-the-use-of-assistive-technology/

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How do individuals like Sady benefit today from the progress made with each law?

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How do individuals like Sady benefit today from the progress made with each law?

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The rehabilitation act of 1973 is a broad guarantee of a free and appropriate education. It guarantees equal treatment of and participation by individuals with disabilities encompassing the provision of AT devices services. Because of this act, Sady will not face discrimination due to her disability. She will have access to all available AT devices and services she requires.

The 1998 amendment to this act ensures Sady will have access to information comparable to the access available to others.

The EHA Act of 1975 ensures that individuals like Sady can grow up having access to a free and appropriate public education including access to AT devices.

In the Tech Act of 1988, congress guarantees that individuals like Sady will receive the AT devices and services they need. The reauthorizations of this law provide individuals with disabilities with low-interest loans, equipment loan facilities, and other consumer-oriented programs. It also supports advocacy services to help people with disabilities access the services.

Because of the ADA Act Sady will not be denied access to services, programs, or activities in all government entities.

The 1997 IDEA Act mandated that the IEP team of each and every special education student consider the AT needs of the student during the development of his or her IEP.

Because of IDEA 2004, Individuals like Sady can get an evaluation of their technology needs. Also, other therapies would be coordinated with assistive technology and devices.

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How did each law set the stage for assistive technology to be made available for children with disabilities in public schools?

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How did each law set the stage for assistive technology to be made available for children with disabilities in public schools?

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The Rehabilitation Act of 1973
Although this law does not contain a specific definition of AT devices and services or auxiliary aids and services, it refers to "special education and related aids and services" and "supplementary aids and services" in its broad guarantee of a free appropriate public education.
In 1998, Congress amended the Rehabilitation Act of 1973 to require Federal agencies to make their electronic and information technology (EIT) accessible to people with disabilities. The law (29 U.S.C § 794 (d)) applies to all Federal agencies when they develop, procure, maintain, or use electronic and information technology. Under Section 508, agencies must give disabled employees and members of the public access to information comparable to the access available to others. (Section508.gov,n.d)

Education for All Handicapped Children Act of 1975
Education for All Handicapped Children Act, or the EHA, guaranteed that eligible children and youth with disabilities would have a free and appropriate public education (FAPE) available to them, designed to meet their unique educational needs.

Technology Related Assistance for Individuals with Disabilities Act of 1988
· The Tech Act first defined the terms "assistive technology device" and "assistive technology service."

·  The “Tech Act” provides funds to states to support three types of programs:

the establishment of assistive technology (AT) demonstration centers, information centers, equipment loan facilities, referral services, and other consumer-oriented programs;

protection and advocacy services to help people with disabilities and their families, as they attempt to access the services for which they are eligible;

Federal/state programs to provide low-interest loans and other alternative financing options to help people with disabilities purchase needed assistive technology.

Americans with Disabilities Act
Title II applies to state and local governments, and insists that people with disabilities be given equal access to public education, employment, transportation, recreation, health care, and other areas under their control. Title IV addresses assistive technology specifically, as it requires that telephone companies provide the necessary services to allow people who are deaf or hearing impaired to use telecommunications devices.

Individuals with Disabilities Education Act of 1990
·  In 1990, lawmakers added the definitions of assistive technology device" and "assistive technology service." to Individuals with Disabilities Education Act during the statute's reauthorization.

·  Additionally, Congress mandated that as a part of a student’s individualized education program (IEP), an individual transition plan (ITP) must be developed to help the student transition to post-secondary life.

Individuals with Disabilities Education Act of 1997

·  In addition to requiring the provision of AT devices/services, the 1997 reauthorization of the IDEA includes a mandate that the IEP team of each and every special education student consider the AT needs of the student during the development of his or her IEP.

·  The statute states, in the relevant part, "The IEP Team also shall consider whether the child requires assistive technology devices and services."

·  The IDEA also establishes the more general special education concepts of FAPE and least restrictive environment ("LRE"), which both must be considered with respect to whether or not the provision of AT devices/services is necessary and how the AT devices/services should be implemented.

·  The IDEA guarantees FAPE to all children with particular disabilities that are listed in the law and who, because of those disabilities, need special education and related services.

Individuals with Disabilities Education Act of 2004

IDEA lists the services a school district may need to provide in order to ensure that assistive technology is useful to a student in the school setting.

This service includes all of the following possibilities:

Evaluation of the technology needs of the individual, including a functional evaluation in the individual’s environment.

Purchasing, leasing or otherwise providing for the acquisition of assistive technology for individuals with disabilities.

Selecting, designing, fitting, customizing, adapting, applying, maintaining, repairing, or replacing assistive technology.

Coordinating and using other therapies, interventions, or services with assistive technologies or devices, such as those associated with existing education and rehabilitation plans and programs (O.T., P.T., Speech).

Assistive technology training or technical assistance with assistive technology for an individual with a disability, or where appropriate, the family of an individual with disabilities.

Training or technical assistance for professionals, educators, employers, or other individuals who provide services for or otherwise are substantially involved in the major life functions of individuals with disabilities.

The intention of the special education law is that, if a student with disabilities needs technology in order to be able to learn, access the curriculum and learning materials, and access F.A.P.E., the school district will:

Evaluate the student’s technology needs

Acquire the necessary technology

Coordinate technology use with other therapies and interventions

Provide training for individuals, the individual’s family, and school staff in the effective use of the technology

References
https://atfored.com/i-d-e-a-act/
https://www.section508.gov/manage/laws-and-policies/

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Tracking Progressions in federal legislation

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Tracking Progressions in federal legislation

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The progression of federal legislation in assistive technology has enabled children with disabilities to participate more fully in all aspects of life (home, school, and community) and help them access their right to a free appropriate public education in the least restrictive environment.

1. 29 U.S.C. § 701 The Rehabilitation Act of 1973 (PL 93-122)
·  Prevents any private organization that uses federal funds or any local or state organization from discriminating against persons with disabilities solely on the bases of the person's disability.

· Does not contain a specific definition of AT devices and services or auxiliary
aids and services.

· Refers to "special education and related aids and services" and "supplementary aids and services" in its broad guarantee of a free appropriate public education
("FAPE").

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

· Congress enacted the Education for All Handicapped Children Act (Public Law 94-142), also known as the EHA, in 1975.

· The law was passed to meet four huge goals:

1.  To ensure that special education services are available to children who need them

2. To guarantee that decisions about services to students with disabilities are fair and appropriate

3. To establish specific management and auditing requirements for special education

4. To provide federal funds to help the states educate students with disabilities

·  This landmark law’s name changed to the Individuals with Disabilities Education Act, or IDEA, in a 1990 reauthorization.

3.29 USC § 2201Technolgy Related Assistance for Individuals with Disabilities Act of 1988 (PL 100-407)
·  Congress first guaranteed the availability of AT devices/services for Americans
with disabilities.

·  The Tech Act first defined the terms "assistive technology device" and
"assistive technology service."

·  The Assistive Technology Act was first passed by Congress and signed by the President as the Technology-Related Assistance Act of 1988. It’s often called the Tech Act for short and has been reauthorized in 1994, 1998, and 2004.

4. 42 U.S.C. § 12101 Americans with Disabilities Act (PL 101-336)
·  Title II of the Americans with Disabilities Act ("ADA"), prohibits all governmental entities, not just those that receive federal funding, from denying individuals with disabilities access to services, programs, or activities.

· The ADA protects children with disabilities who attend public schools as individuals who are participating in programs or are using services provided by their schools.

·  While the IDEA specifically defines AT devices/services, the ADA defines "auxiliary aids and services," and that definition encompasses AT devices/services.

· ADA's guarantees of equal treatment of and participation by individuals with disabilities encompasses the provision of AT devices/services.

· The ADA, in mandating equal access to programs and services offered by school districts, similarly requires the provision of auxiliary aids and services to enable individuals with disabilities to participate.

· The ADA protects individuals with disabilities from discrimination by public entities and guarantees equal opportunity for those individuals to access public programs and facilities.

5. 20 USC § 1401 Individuals with Disabilities Education Act of 1990 (PL 101-476)
·  In 1990, lawmakers added the definitions of assistive technology device" and "assistive technology service." to Individuals with Disabilities Education Act during the statute's reauthorization.

· Congress mandated that as a part of a student’s individualized education program (IEP), an individual transition plan (ITP) must be developed to help the student transition to post-secondary life.

6. 20 USC § 1401 Individuals with Disabilities Education Act of 1997 (PL 105-17)
· The 1997 (Public Law 105-17) reauthorization articulated a new challenge to improve results for children with disabilities and their families. This included an emphasis on access to the general curriculum. Additionally, states were given the authority to expand the “developmental delay” definition to also include students up to age nine. The law also required parents be provided an opportunity to attempt to resolve disputes with schools and local educational agencies (LEAs) through mediation and provided a process for doing so.

· The text in the IDEA and its accompanying regulations mimic, with only minor wording changes to reflect its application to school children, the language in the Tech Act, and remain a part of the IDEA as reauthorized in 1997.

· In addition to requiring the provision of AT devices/services, the 1997 reauthorization of the IDEA includes a mandate that the IEP team of each and every special education student consider the AT needs of the student during the development of his or her IEP.

· The statute states, in the relevant part, "The IEP Team also shall consider whether the child requires assistive technology devices and services."

· The IDEA also establishes the more general special education concepts of FAPE and least restrictive environment ("LRE"), which both must be considered with respect to whether or not the provision of AT devices/services is necessary and how the AT devices/services should be implemented.

· The IDEA guarantees FAPE to all children with particular disabilities that are listed in the law and who, because of those disabilities, need special education and related services.

7. 20 USC § 1401 Individuals with Disabilities Education Act of 2004 (PL 108-446)
· Early intervening services for children not currently identified as needing special education but who need additional academic and behavioral support to succeed in a general education environment.

· Greater accountability and improved educational outcomes.

· Raised standards for instructors who teach special education classes.