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You will learn more about these different settings in Chapter 2. Extracurricular and Nonacademic Inclusion Schools also have to ensure that students with disabilities may participate in extracurricular and other nonacademic activities and services such as meals, recess periods, counseling, athletics, transportation, health services, recreational activities, special interest groups or clubs, and referrals to agencies that assist in employment and other aspects of life outside school. In short, when providing academic, extracurricular, and other nonacademic activities and services to students who do not have disabilities, schools must include students with disabilities (such as Dylan) in all those activities and services to the maximum extent appropriate for each child with a disability.

In Chapters 5 through 16, we describe how technology benefits students. ANTIDISCRIMINATION LAWS IDEA and the Rehabilitation Act create personal entitlements; they provide direct services to eligible people. By contrast, the Tech Act creates a Assistive technology helps all students learn. Just think of the many devices teachers use and of the widespread use of computers in classrooms. Students with disabilities also benefit from technology to master their lessons, although their technology may be somewhat different and perhaps more sophisticated than the technology their peers without disabiltiies use.

Then came the next move: New testing determined that he needed no social, educational, or behavioral assistance. He is now in the second grade, receiving only occupational therapy and physical therapy, but he is regressing. His mother, with help from other professionals, is trying to implement the social, behavioral, and academic interventions he needs. She continues to fight for Dylan’s needed services before he loses any more time. What lessons can we take away from this story? Darlene thinks there are three.