Sady Paulson is a video editor, a technology advocate, and a person with cerebral palsy. In the video above, Sady explains how technology supports her daily life. Throughout the Padlet, I will refer to Sady as an example when appropriate to highlight how federal legislation has shifted over time to better support all individuals with disabilities.

Where the Rehabilitation Act prevented discrimination against students with disabilities in public educational settings, EAHCA further mandated that students with disabilities deserved more than just access to education. EAHCA created the requirement of providing FAPE (free and appropriate public education) through an IEP (Individual Education Program), which ensures that students with disabilities receive a public education that is appropriate to their specific needs and that does not require additional expense on the part of the student's family.

For students like Sady, the provision of FAPE meant that as technology developed, it could be utilized to support educational access. In the 1970s, this was most often achieved through the use of low-tech devices, such as mechanical switches, that were deemed appropriate by a qualified special educator (Collins & Ludlow, 2018).

As technology developed, what became possible for students like Sady expanded dramatically. With more complex technology, however, came additional expense.

The Technology Related Assistance for Individuals with Disabilities Act of 1988 specifically allocated funds to provide "technology services for individuals with disabilities" (Collins & Ludlow, 2018). By defraying the cost, this act made it easier for school districts to provide cutting-edge assistive and adaptive devices to students; in turn, students like Sady provided valuable feedback that resulted in continued development of technology that could meet their needs.

In addition, the ADA clearly defined "auxiliary aids and services" that may be required by individuals with disabilities, such as qualified interpreters (Texas Assistive Technology Network, 2004). This delineation of ways technology could support individuals with disabilities provided an important bedrock for future revisions to EAHCA.

While the ADA references auxiliary services, IDEA specifically highlights both devices and services that may be necessary to support students with disabilities in receiving a free and appropriate public education (Texas Assistive Technology Network, 2004). In addition, this act emphasized transition services that support students with disabilities in preparing for adulthood.

The 1990 version of IDEA assisted students like Sady in receiving the technological supports that could prepare them for a career of their choice (Collins & Ludlow, 2018). Without transition services, it would have been much more difficult for Sady to achieve her dream of being a video editor.

This meant that individuals like Sady could receive access to assistive and adaptive technology as early in their lives as possible. When children have access to AT from an early age, they can enter the school-age years with greater technological facility; early intervention positions students to move toward their full potential (Campbell et al., 2006).

Further, by highlighting the role of the student in transition services, this act placed students themselves at the helm of major decisions for their lives (Collins & Ludlow, 2018).

When considering a student's potential to benefit from assistive and adaptive technology, it is critical to carefully select devices that are based in high-quality research and to teach students how to use technology with evidence-based instructional practices. IDEA 2004 supports individuals like Sady by clarifying the importance of making informed decisions regarding AT.

CENMAC Assistive Technology in Education. (2023, June 8). A Voice for All - Celebrating Assistive Technology in Education [Video]. YouTube. https://www.youtube.com/watch?v=gwN1kozyCFE

Collins, B. C., & Ludlow, B. L. (2018). Best practices for students with moderate and severe disabilities: A rural retrospective. Rural Special Education Quarterly, 37(2): 79-89.

Sady Paulson. (2015, December 15). Assistive Technology Gives Our World Opportunities [Video]. YouTube. https://www.youtube.com/watch?v=A_nzTF2BTX0

Texas Assistive Technology Netowork. (2004). Providing assistive technology: A legal perspective. Assistive Technology in Texas Schools Series.

Wright, P. W. D., & Wright, P.D. (2007). Wrightslaw: Special education law (2nd ed.). Harbor House Law Press.

Yell, M. L., Shriner, J. G., & Katsiyannis, A. (2006). Individuals with disabilities education improvement act of 2004 and IDEA regulations of 2006: Implications for educators, administrators, and teacher trainers. Focus on Exceptional Children, 39(1): 1-24.