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It allowed students who had a disability to access assistive technology and receive specialized instruction.

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Education of All Handicapped children 1975

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Education of All Handicapped children 1975

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It required schools to prepare IEP's and intervention programs for children.

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Technology Related Assistance for Individuals with Disabilities Acts 1988 

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Technology Related Assistance for Individuals with Disabilities Acts 1988 

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It provided Federal Funding to support states in delivering AT training and services. People had the opportunity to try different tools and could decide what works best for them as a result of the available short term loans.

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Schools began to rely on relevant technology resources to provide increased access for students with disabilities.

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This law required that assistive technology devices and services be provided for students with disabilities if it was necessary. Schools were also able to access federal funding for the purchase of devices although the funding was limited.

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Additional grants for technology was authorized. This enabled more people access Assistive technology.

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It allowed states to establish related programs. The benefits of the program were accessed through state agencies rather than through schools.

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It  reviewed the definition of assisttive technology and incorporated the use of surgically implanted devices.
More students were able to access Assistive Technology.

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Individuals like Sady are able to benefit from this progress with Assistive technology because: They can access education at every level, the can live out their full potential and thrive in life just because they can access assistive technology without limits. They are now able to interact with world without barriers and can live a life without physical and psychological stress

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Lack of resources to purchase devices: A lot of times Assistive Technology devices come with a cost too much to be borne by families who require these devices.
Scarcity of trained personnel to support the individuals to choose and access devices: Individual users will require assistance and information to adopting AT especially with accessing the curriculum. Even when these devices are made available, there is sometimes lack of trained professionals who could provide advice to families to help them decide on which device is more appropriate for them. Also, there are not many people who know how to use those devices properly. Therefore, even when a device is purchased without someone with a knowledge base about the device it may not provide full value to the user for lack of knowledge on how to use it.
Individual disposition to assistive technology: Personal disposition towards assistive technology affects how people will appreciate and use the device. Draffan, James, Cudd and Bentley reveal that peoples confidence in the use of AT influences its uptake.

References
Draffan, E., James, A., Cudd, P., & Bentley, C. (2015). Barriers and Facilitators to Uptake of Assistive Technologies: Summary of a Literature Exploration. Studies in health technology and informatics. 217. 350-6.

Ward-Sutton, C., & Williams, N., & Moore, C. & Manyibe, E. (2020). Assistive Technology Access and Usage Barriers Among African Americans With Disabilities: A Review of the Literature and Policy. Journal of Applied Rehabilitation Counseling. 51(2):115-133

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There is no doubt that great progress has been made to ease the life of those who have one form of disability or the other. The fact that legislation over the years have kept improving on the provisions of the previous years is a reflection that life and progress is a journey.
While districts and states are being carried along and all hands on deck to make AT available and accessible to those who require it to extent that they do to thrive in all settings especially in education, It would be encouraging to see future legislation insisting that Special education be made a compulsory program in teacher education, as well as the value and use of assistive technology being promoted in teacher education programs.  Al-Zboon (2019) revealed that most teachers were not satisfied with the quality of training they received and this is a problem not just with a group of teachers in one area but can be generalized as a global problem. Teachers feel inadequate when it comes to AT and  I think that when it becomes a core element in teacher education then a the barriers surrounding the scarcity of trained professionals will be removed or largely reduced . Also, more school personnel will be more favorably disposed to AT because of the training and exposure received.

References
Al-Zboon, E. (2019). Assistive technologies as a curriculum component in Jordan: Future special education teachers’ preparation and the field status. Assistive Technology. 34. 1-6.