This law was the first to say that people with disabilities couldn’t be excluded from programs that get federal funding, including public schools.

Section 504 laid the foundation for schools to begin offering accommodations, including assistive technology, so students could participate equally.

For someone like Sady, this law ensures that access to education is a right, not a favor. If AT helps her fully participate, the school is responsible for making it available. This early law laid the groundwork for all the others that followed

Sady benefits today because her unique learning needs must be identified and addressed in an IEP. If she needs AT to access reading, writing, or communication, it has to be considered.

For kids like Sady, this act helped normalize the idea that technology can level the playing field not just in schools, but in everyday life.

Today, the ADA means that Sady has a right to enter and use her school building, ride the school bus, and access learning materials in a way that works for her, whether that means ramps, captions, or AT devices. This includes accessible websites, learning platforms, and other digital tools students may need to engage in school successfully.

For Sady, this was a big turning point, because now the law clearly said that if AT helps her learn, it has to be part of her plan. This is a turning point. It’s no longer just about access, it’s about success.

This matters for Sady because it means her learning team must actively explore tools that could help her thrive. It’s not something they can skip over.

For Sady, this means the goal isn’t just access, it’s achievement. If AT helps her meet grade-level goals, her school must help her access it. As someone working in a country that’s still catching up in inclusive education, this law stands out. It reminds me that students like Sady should be held to the same expectations, with the right supports in place.