https://padlet.com/naomiesg/l1techstrat en-us 2021-06-17 22:59:41 UTC 2025-11-21 21:47:24 UTC hello@padlet.com naomiesg https://padlet.com/naomiesg/l1techstrat/wish/1613279674 2021-06-18 00:23:14 UTC https://padlet.com/naomiesg/l1techstrat/wish/1613279674 naomiesg https://padlet.com/naomiesg/l1techstrat/wish/1613290078 2021-06-18 00:28:52 UTC https://padlet.com/naomiesg/l1techstrat/wish/1613290078 naomiesg https://padlet.com/naomiesg/l1techstrat/wish/1613297643 PL 94-142]]> 2021-06-18 00:33:07 UTC https://padlet.com/naomiesg/l1techstrat/wish/1613297643 naomiesg https://padlet.com/naomiesg/l1techstrat/wish/1613298383 The Tech Act]]> 2021-06-18 00:33:31 UTC https://padlet.com/naomiesg/l1techstrat/wish/1613298383 naomiesg https://padlet.com/naomiesg/l1techstrat/wish/1613298606 2021-06-18 00:33:37 UTC https://padlet.com/naomiesg/l1techstrat/wish/1613298606 naomiesg https://padlet.com/naomiesg/l1techstrat/wish/1613298893 IDEA 1990]]> 2021-06-18 00:33:46 UTC https://padlet.com/naomiesg/l1techstrat/wish/1613298893 naomiesg https://padlet.com/naomiesg/l1techstrat/wish/1613299050 IDEA 1997]]> 2021-06-18 00:33:52 UTC https://padlet.com/naomiesg/l1techstrat/wish/1613299050 naomiesg https://padlet.com/naomiesg/l1techstrat/wish/1613299235 IDEA 2004]]> 2021-06-18 00:33:58 UTC https://padlet.com/naomiesg/l1techstrat/wish/1613299235 naomiesg https://padlet.com/naomiesg/l1techstrat/wish/1613403000 Section 504 of the Rehabilitation Act of 1973 prohibits discrimination (exclusion or denial of services) based on an individual's disability in any program or service funded by the federal government. This set the stage for access to assistive technology for students because public schools are federally funded, therefore students with disabilities could be entitled to assistive technology if they require in order to have an education equal to that of their classmates (Dell et al., 2017). ]]> 2021-06-18 01:30:12 UTC https://padlet.com/naomiesg/l1techstrat/wish/1613403000 naomiesg https://padlet.com/naomiesg/l1techstrat/wish/1613431925 PL 94-142 mandated
children with disabilities are entitled to a free, appropriate public education (FAPE) in the least restrictive environment (LRE). It also asked that schools keep track of the educational goals and efforts of children with disabilities. This law was later amended to become the Individuals with Disabilities Education Act (U.S. Office of Special Education Programs, 2007). This law meant schools had to provide students with the assistive technology/services they needed to have FAPE, making the technology and services more accessible to students with disabilities (Texas Assistive Technology Network, 2004). ]]> 2021-06-18 01:45:49 UTC https://padlet.com/naomiesg/l1techstrat/wish/1613431925 naomiesg https://padlet.com/naomiesg/l1techstrat/wish/1613433665 Another part of the Rehabilitation Act, Section 508, discusses accessibility to information technology. This law mandates all federal agencies to only use interfaces, software, and devices that are accessible to people with disabilities. This significantly helped people with disabilities have equal access to information, and it helped set an example and standard for non-governmental entities (Dell et al., 2017). ]]> 2021-06-18 01:46:49 UTC https://padlet.com/naomiesg/l1techstrat/wish/1613433665 naomiesg https://padlet.com/naomiesg/l1techstrat/wish/1613466737 The Tech Act provided the first definition of "assistive technology device" and "assistive technology service" and guaranteed the availability of both to Americans with disabilities. The definition legislators wrote up in the Tech Act was used later in the Individuals with Disabilities Education Act of 1997 to provide a framework for assistive technology devices/services in the school setting (Texas Assistive Technology Network, 2004). ]]> 2021-06-18 02:05:38 UTC https://padlet.com/naomiesg/l1techstrat/wish/1613466737 naomiesg https://padlet.com/naomiesg/l1techstrat/wish/1613488750 The Tech Act's main purpose was to increase awareness of and access to assistive technology devices and services for people with disabilities as defined by the act (Technology-Related Assistance for Individuals with Disabilities Act, 1988). By creating laws and definitions surrounding assistive technology, Congress helped bring public attention to the benefits of assistive technology. In the Tech Act, the purpose for incorporating assistive technology is to improve the functional capacity of people with disabilities, as opposed to having the purpose of access to FAPE like in IDEA. This shift in purpose for legislation regarding individuals with disabilities paved the way for more and more things in our every day lives being made with a universal design. ]]> 2021-06-18 02:18:19 UTC https://padlet.com/naomiesg/l1techstrat/wish/1613488750 naomiesg https://padlet.com/naomiesg/l1techstrat/wish/1613494045 The Americans with Disabilities Act (ADA) made it illegal to discriminate based on disability in any entity, not just places receiving federal funds, like Section 504 detailed. The ADA does not mention "assistive technology," but it is assumed to be implied in "auxiliary aids and services." ADA specifically benefits students with disabilities pursuing higher education because they are no longer protected under IDEA. Fortunately, colleges and universities provide similar accommodations under ADA (Dell et al., 2017). ]]> 2021-06-18 02:21:15 UTC https://padlet.com/naomiesg/l1techstrat/wish/1613494045 naomiesg https://padlet.com/naomiesg/l1techstrat/wish/1613501355 PL 94-142 significantly impacted all people with disabilities because it marked a turning point in special education approaches and rights for  people with disabilities. Establishing FAPE and LRE in legislation drastically changed the standard that students with disabilities were held at and gave them more equal access to the education their peers were receiving. This opened the door to opportunities, careers, and activities that might not have been possible for people with disabilities before having access to FAPE (U.S. Department of Education, 2020). ]]> 2021-06-18 02:25:27 UTC https://padlet.com/naomiesg/l1techstrat/wish/1613501355 naomiesg https://padlet.com/naomiesg/l1techstrat/wish/1613620449 People with disabilities today continue to benefit from the ADA because it made discrimination based on disability illegal in not just federal agencies, but public places, places of employment, schools, and much more. This benefits individuals with disabilities today because they are protected under the law if they are being discriminated, excluded, or denied services because of their disability anywhere they go. In addition, ADA covers all individuals with disabilities, whereas IDEA covered children from early childhood to 18 and then 21 (Dell et al., 2017). ]]> 2021-06-18 03:32:49 UTC https://padlet.com/naomiesg/l1techstrat/wish/1613620449 naomiesg https://padlet.com/naomiesg/l1techstrat/wish/1613627556 IDEA 1990 reauthorized PL 94-142 and renamed it from "Education for All Handicapped Children Act" to "Individuals with Disabilities Act." It also expanded the disability categories recognized for special education to include traumatic brain injury and autism (U.S. Department of Education, 2020). Although this act did not mention assistive technology, IDEA 1990 made it possible for more students to be eligible for assistive technology devices and services by recognizing more disability categories. For example, students with Autism Spectrum Disorder, who might not have had access to devices and services that would make their education equal to that of their peers, were now entitled to receive the educational accommodations they needed. ]]> 2021-06-18 03:37:38 UTC https://padlet.com/naomiesg/l1techstrat/wish/1613627556 naomiesg https://padlet.com/naomiesg/l1techstrat/wish/1613632146 IDEA 1997 was a notable reauthorization of this act because it clearly defined "assistive technology decives" and "assistive technology services," and it required assistive technology needs to be considered for every student receiving special education. Although assistive technology could still be deemed unnecessary for some students receiving special education, the consideration requirement led to many more students receiving technological accommodations. This is because schools were obligated to consider every student in special education for assistive technology needs, not just students with severe disabilities (Dell et al., 2017). ]]> 2021-06-18 03:40:35 UTC https://padlet.com/naomiesg/l1techstrat/wish/1613632146 naomiesg https://padlet.com/naomiesg/l1techstrat/wish/1613700233 IDEA 2004 added an exception to the definition of "assistive technology devices" by excluding surgically implanted medical devices. It kept the requirement of consideration from the 1997 reauthorization, and it prioritized funding for development of universal design and assistive technologies. By emphasizing how crucial assistive technology can be for quality education, IDEA 2004 is attempting to broaden accessibility to devices and services that can benefit students with disabilities (Dell et al., 2017). ]]> 2021-06-18 04:35:17 UTC https://padlet.com/naomiesg/l1techstrat/wish/1613700233 naomiesg https://padlet.com/naomiesg/l1techstrat/wish/1613734375 A benefit from IDEA 1990 that I find interesting was the replacement of problematic terminology in legislation. Personally, I think the government is a role model figure that attempts to represent the average American. By replacing outdated terms with more politically correct ones, the government set a status quo for language surrounding individuals with disabilities. I think that this was a subtle, but significant, step towards the right direction in the way we talk, therefore think, about people with disabilities. ]]> 2021-06-18 05:01:47 UTC https://padlet.com/naomiesg/l1techstrat/wish/1613734375 naomiesg https://padlet.com/naomiesg/l1techstrat/wish/1613734917 IDEA 1997 was revolutionary in that it gave more students the opportunity to be considered for receiving assistive technology services/devices (Dell et al., 2017). By expanding consideration of assistive technology to all students receiving special education, the notion that maybe everyone could benefit from assistive technology became more popular. This shift in attitude could have pushed educators, researchers, and legislators to consider things like universal design as a universal benefit. This would have impacted all individuals with disabilities, not just children and students. ]]> 2021-06-18 05:02:11 UTC https://padlet.com/naomiesg/l1techstrat/wish/1613734917 naomiesg https://padlet.com/naomiesg/l1techstrat/wish/1613735079 Similar to IDEA 1997, IDEA 2004 further pushes the public to acknowledge the immensely beneficial role assistive technology can have for individuals with disabilities. IDEA 2004 pushed funding towards projects that would develop better technology, services that would maximize the technology's uses, and inclusion of individuals with disabilities (Dell et al., 2017). This all somewhat benefits people today indirectly through funding, but it is a good reiteration of the work we still need to do to better support individuals with disabilities. ]]> 2021-06-18 05:02:18 UTC https://padlet.com/naomiesg/l1techstrat/wish/1613735079 taylorsevalia https://padlet.com/naomiesg/l1techstrat/wish/1618917265 PL 94-142]]> 2021-06-22 04:09:08 UTC https://padlet.com/naomiesg/l1techstrat/wish/1618917265