This affected public school and the general population by guaranteeing public access to all public buildings. This act extended the law from just school age children to adults in the workforce.

This is believed to have set the tone for the Individuals with Disabilities Education Act and Americans with Disabilities Act.

PEARSON

In 1986, this law is reauthorized to add infants, toddlers, and their families (IFSP). This gave the start of infants through preschool age children to start being able to receive services and use assistive technology. The technology was primarily light tech for them.

In 1990, EHA was reauthorized again and given a new name, Individuals with Disabilities Education Act (IDEA). In this reauthorization, the individual transition plan was added. Assistive technology was added to be a must for consideration for a transition plan. Assistive technology must be provided for a student who has an IEP that considered assistive technology necessary.

In 1997, the IDEA stressed positive behavioral intervention (PBIS). PBIS is used to address students behaviors that cause issues and how that behavior related to their learning in the classroom. It also talked about students ability to participate in state and district testing and be involved in the general education curriculum. All these changes to the law helped move along the use of assistive technology appropriately. The use of assistive technology became more widespread in schools and there was more of a need for teachers to know about it for their students in the classroom, thus upping a need of knowledge about it.

In 2004, IDEA added the official definition of assistive technology and changed it from the Tech Act’s definition. It was changed due to schools having students with cochlear implants and being held accountable for them and their learning. It was aligned with the No Child Left Behind and provided support for this act.

PEARSON

In 1994, this act was amended to revise and extend the programs. There was no name change.

In 1998, the Tech Act was ended and replaced with Assistive technology Act of 1998.This was for supporting programs and grants to states that needed help with addressing the technology needs of individuals with disabilities.

In 2004, the assistive technology act was given a new direction. It was for funding aid to individuals with disabilities. This act redirected the purpose of the Tech Act. This redirection and reauthorization changed the focus of the law. It became delivering assistive technology to the individuals with disabilities instead of trying to come up with a delivery service.

PEARSON

In 2008, the Americans with Disabilities Act required telephone companies to relay services for individuals who are deaf and those with speech impairments.

PEARSON

PEARSON

The purpose for this act was to help provide individuals with the academic and technical skills they need for success for the type of world they would be in after school. The funds from this act were allocated to both secondary and post secondary schools. This helped individuals with disabilities with getting into the work force. They are able to work with technology that helps them be able to provide for themselves in the workforce.

PEARSON

In 2002, the No Child Left Behind Act was passed into law. This was a reauthorization of ESEA. This act was primarily focused on students from kindergarten until high school. The laws were not focused on assistive technology, but had them involved. It was believed that assistive technology would provide access for students to be successful with learning in the general education classroom with their peers. This is a step in the direction of inclusion in classrooms.

In 2012, President Obama requested a reauthorization of the ESEA 2002. In 2015, they changed the name of this act to Every Student Succeeds Act (ESSA). The ESSA requires states to provide accommodations for students with disabilities like the ability to use assistive technology.

PEARSON

The assistive Technology Act programs that belong to WIOA help improve states abilities to improve access of assistive technology to individuals with disabilities.

Effective as of 2015, a polling official may allow a vote who is physically disabled or over the age of 70 to move to the front of the line to vote.

The introduction of curbside voting has been a popular way for individuals with disabilities and elderly people to vote. This was done as a way to reduce contact with people during the COVID 19 outbreak, but was found that it is an easy assist for these individuals as they do not have to get out of their car and try and wait in a long line. They can call a number and have a ballot brought out to them, vote, turn it in, and keep going with their day.