# data[].attributes.body
Collins, B. C., & Ludlow, B. L. (2018). Best practices for students with moderate and severe disabilities: A rural retrospective. Rural Special Education Quarterly, 37(2), 79–89. https://doi.org/10.1177/8756870518764636

# data[].attributes.body
Schools do not provide teachers and staff with proper training on how to provide equal access to students with disabilities. This results in students with disabilities not getting the proper education they should be receiving.

# data[].attributes.body
Some schools do not have enough staff to support students with disabilities. There is currently a shortage in special education teachers, which results in special education teachers having more students on their case load than they can handle. This leads to students not getting the support they need and deserve from their case manager. In addition, sometimes long-term substitutes are placed within a teacher position and is not trained on how to provide services to students with disabilities.

# data[].attributes.body
The federal government should have more oversight of states implementing FAPE into students with disabilities education. They should provide funding to the states to be able to train teachers and staff on how to properly provide FAPE within the schools.

# data[].attributes.body
This act provided public schools with financial support from the federal government and required schools to provide students with disabilities access to public education that they could benefit from. This act has benefited people with disabilities like Sady by allowing them to have the basic right to grow up in public education with the help they need.

# data[].attributes.headline
20 USC § 1401 Education for All Handicapped Children Act of 1975 (PL 94-142)

# data[].attributes.subject
20 USC § 1401 Education for All Handicapped Children Act of 1975 (PL 94-142)

# data[].attributes.body
This act allowed for students with disabilities to receive a free appropriate education (FAPE) inside the least restrictive environment (LRE), an appropriate evaluation of their disability along with an individualized plan (IEP) to meet the individual needs of the students, and allows parents and students the right to be involved in the special education process and receive safeguards on what both the parents and students are protected through. This act benefited people like Sady by allowing them to have a free appropriate education based on their individual needs as well as allowing the individual and their parents to be involved in the process of their education.

# data[].attributes.headline
29 USC § 2201 Technology Related Assistance for Individuals with Disabilities Act of 1988 (PL 100-407)

# data[].attributes.subject
29 USC § 2201 Technology Related Assistance for Individuals with Disabilities Act of 1988 (PL 100-407)

# data[].attributes.body
This act initially defined AT device and services as well as mandated the use within federal laws. This act also allowed for funding and training to support states with the use of AT devices and services. This act benefited individuals like Sady by bringing awareness of AT devices and services from a federal level as states were being provided support on how to implement these devices and services.

# data[].attributes.headline
42 U.S.C. § 12101 Americans with Disabilities Act (PL 101-336)

# data[].attributes.subject
42 U.S.C. § 12101 Americans with Disabilities Act (PL 101-336)

# data[].attributes.body
This act mandated for all public entities (schools, buildings, transportation services, etc.) be accessible for individuals with disabilities. To comply with this law schools relied on technology to provide access to students with disabilities. This benefited individuals like Sady by having public schools be accessible to their needs without being turned away.

# data[].attributes.headline
20 USC § 1401 Individuals with Disabilities Education Act of 1990 (PL 101-476)

# data[].attributes.subject
20 USC § 1401 Individuals with Disabilities Education Act of 1990 (PL 101-476)

# data[].attributes.body
This act required schools to provide FAPE as well as the ability to be in a general education classrooms. IDEA also set a tone to recognize students with special needs using "person-first" language. Lastly, IDEA required AT devices and services be provided to students with disabilities that needed the device as well as provided funding for these devices and services. This act benefited individuals like Sady by mandating schools provide AT devices and services for individuals to use in FAPE and LRE. This also allowed for people to start thinking about the individual rather than the disability with using people-first language.

# data[].attributes.headline
20 USC § 1401 Individuals with Disabilities Education Act of 1997 (PL 105-17)

# data[].attributes.subject
20 USC § 1401 Individuals with Disabilities Education Act of 1997 (PL 105-17)

# data[].attributes.body
This act defined LRE more in-depth by including access to general education curriculum not just a general education setting. IDEA 1997 also added developmentally delayed as a disability for children between the ages of 3 and 9 without having to attach a specific condition to the child. IDEA 1997 also added additional grants for technology. This act benefited individuals like Sady by not being limited on the type of technology they needed as pervious acts had limited funding for AT devices and services. This also allowed for individuals like Sady to receive the same curriculum as her peers without disabilities.

# data[].attributes.headline
20 USC § 1401 Individuals with Disabilities Education Act of 2004 (PL 108-446)

# data[].attributes.subject
20 USC § 1401 Individuals with Disabilities Education Act of 2004 (PL 108-446)

# data[].attributes.body
IDEA 2004 allowed for students with disabilities to be assessed the same as students without disabilities as possible. IDEA 2004 also excluded surgically implanted devices from AT devices and services as well as introduced the definition of UDL. This benefits individuals like Sady by allowing individuals to learn and show their knowledge without having barriers allowing the environment to be user-friendly for the individual with a disability.