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This civil rights law provides access to a beneficial program that public schools have to offer students with disabilities. It says that those with disabilities can not be discriminated against in federal agencies or any programs getting direct federal funding.

This benefits Sady because, without this law, she and others like her would be discriminated against in employment and education.

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

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

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This legislation aims to provide free appropriate public education, evaluations, individualized education programs, least restrictive education programs, parent and student participation in decision-making, and procedural safeguards for children ages 5 to 21. It guaranteed appropriate public education and required IEPs to be implemented.

This would benefit Sady because she would have access from an early age to things that would protect her rights and give her the freedom to learn at her own pace and time. The IEPS gave her access to the text-to-speech technology she uses.

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29 U.S.C. 2201 Technology Related Assistance fo Individuals with Disabilities ACt of 1988 (PL 100-407)

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29 U.S.C. 2201 Technology Related Assistance fo Individuals with Disabilities ACt of 1988 (PL 100-407)

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Provides federal funding to support states in delivering AT training and services. While many small states set up libraries where people could check out their technology tools, larger states focused on training programs to help people access their tools.

This law benefits Sady because her family and her would not have to spend hundreds of dollars on tools that would help her in all aspects of her life. It also allowed her to try each tool out and see which works best for her.

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

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

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This civil rights law was intended to ensure that school buildings and programs could be accessible to students with disabilities and could no longer be denied. However, this is not required and must not put an "undue burden" on the schools or public buildings.

This law benefits Sady and others with disabilities because it protects their rights to be allowed into any building. It also opened career opportunities for people with disabilities to be hired for by public schools.

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20 USC 1401 Individuals with Disabilities Act of 1990 (PL 101-476)

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20 USC 1401 Individuals with Disabilities Act of 1990 (PL 101-476)

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This law's purpose was to reauthorize and rename the EHACA. It also required schools to provide FAPE and ensure that children with disabilities are still taught alongside children without them. It also required that AT devices and services be provided, which, in turn, meant that schools could access federal funding. It gives parents and students legal rights to use AT devices.

This benefited Sady and others with disabilities because changing the wording takes the judgment off the person and places it as an adjective. It also made sure that children with disabilities should be allowed to be taught alongside children without fueling a more empathetic and supportive community.

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

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

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This law helped define the LRE as providing students with disabilities with the ability to learn from a general education curriculum and classroom. Its mission was to also discover more students who might have a disability and evaluate them.

This allowed Sady and others to access both classrooms and curricula that are suited to their needs without having to choose. It also allowed children ages 3-9 to have tools even if they have no specific diagnoses but are considered developmentally delayed.

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

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

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This special education law allowed children with disabilities to be tested the same way as children without them. However, it excluded surgically implanted devices from the AT devices and services list.

The tests would be fair if children with disabilities were tested using the same measures as other children. This would ensure that the children with disabilities would have the tools to help them complete the tests at the same level of ability that children without disabilities have. By leveling the playing field in academics with the No Child Left Behind Act (2001), which requires schools to be responsible for the success of their students, people like Sady could follow their dream careers.

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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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Each law set the stage by providing the basics rights and privacies that any normally abled person would have. Each law adds upon the other to consider other people with disabilities needs that are not provided for yet, as well as being inclusive to all disabilities.

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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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They benefit physically by going where they want without pain or discomfort. They benefit socially because they develop a way to communicate and be understood. They benefit educationally because they can learn more things and become somewhat more independent than they were. They can follow their dreams that they wouldn't be able to before. They can experience the vast world fully and uniquely.