| Term 
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        | Allows for civil rights protection. Entitled students to educational accommodations and assistive technology |  | 
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        | Provides funding to states to develop systems of access to assistive technology services. |  | 
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        | Prohibits discrimination in employment, public transportation, public accommodations. Prohibits discrimination in school and community settings |  | 
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        | Reasonable accommodations must be provided to make programs accessible |  | 
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        | Provides for a free appropriate public education for students with disabilities through age 21 |  | 
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        | evaluation of the person Providing for the acquisition coordinating interventions training or tech assistance for the person training assistance for professionals |  | 
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        | Telecommunication Act of 1996 Section 255 |  | Definition 
 
        | Telecommunication products and services must be accessible to people with disabilities (cell phones, pagers, faxes, computer modems) |  | 
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        | Cedar Rapids Community Schools District v Garret F 1998-99 |  | Definition 
 
        | School district must provide nursing services when necessary in order for the student to benefit from education |  | 
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        | Term 
 
        | Rehabilitation Act, Section 508 of 1998 |  | Definition 
 
        | All federal agencies must give employees with disabilities and members of the public access to info comparable to access available to others |  | 
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        | Term 
 
        | Hendrick Hudson School v Rowley |  | Definition 
 
        | District did not have to provide the best education just a free and appropriate education |  | 
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        | Irving Independent School District v Tatro |  | Definition 
 
        | The act of catheterization could be performed by a school nurse or specially trained person. |  | 
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        | Term 
 | Definition 
 
        | Physical  Cognitive Linguistic |  | 
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        | Term 
 | Definition 
 
        | Inequitable access to information and communication technologies |  | 
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        | Term 
 | Definition 
 
        | Patterns of use- the availibility of technology support Ability to access and use the internet  |  | 
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        | Term 
 
        | Four Populations affected by the Digital Divide |  | Definition 
 
        | Women Students with disabilities Students from culturally different backgrounds Minority Students |  | 
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        | Term 
 
        | Population 1-Students With Disabilities what we know |  | Definition 
 
        | lack access  lack of funding lack of teacher training |  | 
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        | Term 
 
        | Population 2- Culturally diverse backgrounds |  | Definition 
 
        | Differences in cultural values differences in communication styles Language barriers unfamiliarity with services and hardware |  | 
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        | Term 
 
        | Population 3- Minority Students |  | Definition 
 
        | Affected by access and usage Impacted by demographics and geography No money for computers and internet access |  | 
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        | Term 
 | Definition 
 
        | Experience limited access to technology related fields Underrepresentation of women in hard science fields( math, physics, and computer science) Stereotypes exist that computers are a male activity and that women are academically less capable than men |  | 
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        | Term 
 
        | Increase Technology Access |  | Definition 
 
        | After school hours-libraries community centers Equitable scheduling of computer time Night/weekend courses for the community Locate pc labs so they/re accessible to all students encourage all students to join computer clubs arrange more sign up slots for females Develop funding formulas that equalize tech across wealthy and poor districts |  | 
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        | Term 
 
        | Examples of mobility/positioning devices |  | Definition 
 
        | Wheeled mobility units (everyday use, sports, racing) powered wheelchair IBOT Motorized Carts Gait trainers Mobile standers Walkers Canes  Feeder Seats, Bolsters, Wedges Seat devices |  | 
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        | Term 
 
        | UDL Brain Research "what" of learning |  | Definition 
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        | UDL brain research " how" of learning |  | Definition 
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        | Term 
 
        | UDL brain research "why" of learning |  | Definition 
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        | Term 
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        | the design of products and environments to be usable by all people to the greatest extent possible without the need for adaptation or specialized design |  | 
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        | Term 
 | Definition 
 
        | Equitable Use-design is useful and marketable to people with diverse ability |  | 
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        | flexible in use- design accommodates a wide range of individual preferences and abilities |  | 
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        | Term 
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        | simple and intuitive use-design is easy to understand no matter what |  | 
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        | Perceptual information-design communicates necessary information effectively to the user |  | 
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        | tolerance for error-design minimizes hazards |  | 
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        | low physical effort- design can be used efficiently and comfortable and with a minimum of fatigue |  | 
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        | Term 
 | Definition 
 
        | size and space for approach/use- appropriate size and space is provided for approach, reach, manipulation, and use regardless of user's body size, posture, or mobility |  | 
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