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Section 504 of the Rehabilitation Act (1973) demanded equal access to public education for all individuals with disabilities. It does not have a specific definition of AT devices and services (TATN, 2004, p 2). However, it is a common means in which students today who have a disability but don't require specialized instruction can receive accommodations today including access to assistive technology.

This act provided the foundation for individuals with disabilities to utilize the technology to communicate, use it in college, and work. As a result, students like Sady had access to their basic civil right of an education. Paulson, Sady and Coppin, Mark. (2020). "Accessing the Artist Within." https://www.youtube.com/watch?v=XTR88i9rygg).

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Education for All Handicapped Children Act of 1975

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Education for All Handicapped Children Act of 1975

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The Education for All Handicapped Children Act of 1975 ensured all students received a free and appropriate education regardless of ability. (Collins and Ludlow, 2018, Vol 37. p 80).

As a result, all children/individuals are able to receive a free education.

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Technology Related Assistance for Individuals with Disability Act of 1988 (AKA - the "Tech Act")

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Technology Related Assistance for Individuals with Disability Act of 1988 (AKA - the "Tech Act")

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The Technology Related Assistance for Individuals, "Tech Act," of 1988 first guaranteed the availability of AT devices/services for Americans with disabilities. While defining the AT devices/services terms as "assistive technology device" and "assistive technology service." (TATN, 2004, p 1).

Due to this act, individuals with disabilities are guaranteed the availability of a device that suits their individual needs.

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The Americans with Disability Act prohibited all government entities from denying individuals with disabilities access to programs, services, and activities. (TATN, 2004, p 8).

This act provides protection for all students to be able to participate in any programs their school provides without worry of being denied. (TATN, 2004, p8). Resulting in lasting ripples for students today.

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Individuals with Disability Education Act of 1990 (IDEA)

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Individuals with Disability Education Act of 1990 (IDEA)

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The EAHCA (Education of All Handicapped Children Act) became IDEA in 1990. Establishing access to the general education classrooms (IDEA 1990; P.L. 101-476).

It also required schools to provide FAPE (Free Appropriate Public Education) and requiring children with disabilities to be educated with children without disabilities in the same class (20 U.S.C. 1400 § 612(a)(5)). IDEA of 1990 required that if AT devices/services were necessary to receive FAPE then the schools would receive federal funding through IDEA for those devices/services. Although, funding was limited.

As a result, it set a new approach to referencing students with special needs by using "person-first" language. For example, speaking to the child as a person, not their disability.

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Individuals with Disability Education Act of 1997

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Individuals with Disability Education Act of 1997

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The reauthorization of IDEA in 1997 defined the LRE (Least Restrictive Environment) further providing students with disabilities access to the general education curriculum (IDEA 1997; P.L. 105-17).

It also included the definition of "developmentally delayed" for children ages 3-9 without attaching a specific condition or disability.

Because of IDEA of 1997, students are able to be among their peers without having to succumb to being placed in a class that is not necessary for their education.

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Individuals with Disability Education Act of 2004

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Individuals with Disability Education Act of 2004

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The IDEA 2004 (P.L. 108-446) was the last reauthorization. It focused on improving the outcomes by aligning access to the general education standards to the maximum extent possible. Improving assistive technology/services, and providing incentives for early reading programs, positive behavioral interventions and supports, and early intervention (IDEA 2004; P.L. 108-476). It also added the definition of Assistive Technology devices and Assistive Technology Services.

Due to this amendment to this act, it allows students with disabilities further protection in receiving FAPE (Free Appropriate Public Education). By adding the definitions of Assistive Technology services and devices to the law provides students like Sady with every piece of technology there is available so they can soar in every area of their life.

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The progression of the laws for individuals with disabilities has leveled the field for all students with disabilities. Providing access to services and supports such as Assistive Technology so, people like Sady can thrive in life.

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Collins and Ludlow (2018). Best Practices for Students With

Moderate and Severe Disabilities: A Rural Retrospective. Hammill Institute on Disabilities. Rural Special Education Quarterly, Vol 37. p 80.

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

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

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

Paulson, Sady and Coppin, Mark. (2020). "Accessing the Artist Within." https://www.youtube.com/watch?v=XTR88i9rygg).

Texas Assistive Technology Network (TATN). Providing Assistive Technology: A Legal Perspective. (p 1, 2, and 8). (2004).