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MAPS created this short film that tells the story of how Vocational Rehab helps youth get educated, connected and ready for life.

A U.S. Court of Appeals for the Ninth Circuit (CA, OR, WA, AZ, MT, ID, NV, AK, HI, GU, MP) three-judge panel has ruled that the parents of two children with autism stated a valid claim for damages under§ 504 of the Rehabilitation Act against the Hawaii Department of Education (HDE) for denying their children meaningful access to the benefit of a public education. The panel concluded that the parents’ allegations that HDE failed to provide the children with reasonable accommodations for their disabilities through autism-specific special education services, and failed to design the children’s Individualized Education Programs (IEP) to meet their needs as adequately as the needs of non-disabled students were met, were sufficient to raise a question of material fact as to whether HDE was deliberately indifferent in violation of § 504.

On Dec. 1, the National Institute on Disability and Rehabilitation Research (NIDRR ), within the U.S. Department of Education’s Office of Special Education and Rehabilitative Services,  announced the details of a $4 million grant program supporting field initiated research and development projects to support the full inclusion and integration of individuals with disabilities in society, employment, independent living, family support, and economic and social self-sufficiency.

Assistive technology (AT) is "devices and aids which can help a person with a disability perform activities that might otherwise be difficult or not be possible." Our mission is to provide access to information on AT devices and services as well as other community resources for people with disabilities and the general public. This site is created and maintained through the collaboration of our Sponsors: Georgia Tech Center for Assistive Technology and Environmental Access (CATEA), National Institute on Disability and Rehabilitation Research (NIDRR), and Rehabilitation Services Administration (RSA).

Please join the Southwest ADA Center at ILRU for a webinar on “The Americans with Disabilities Act, the Individuals with Disabilities Education Act (IDEA) and Section 504 of the Rehabilitation Act of 1973 in education.” Cheryl A. Theis (MA), with the Disability Rights Education & Defense Fund (DREDF) will provide an overview of the rights and protections for children with disabilities under the Americans with Disabilities Act, IDEA (the Individuals with Disabilities Education Act) and Section 504 of the Rehabilitation Act in elementary and secondary education. During this session we will: Give an overview of the rights and protections for children under the ADA, IDEA and Section 504 laws Update participants on the latest developments under these laws Discuss how to work collaboratively and effectively with school districts under IDEA and Section 504 laws Describe some of the latest resources available

The Vocational Rehabilitation and Autism Spectrum Disorders project offers webcasts to NIDRR grantees, people with disabilities and their families, professional organizations, and other stakeholders to increase awareness of and discussions regarding knowledge translation concepts and other topics of broad scope related to VR-Autism, standards of evidence, systematic review procedures, effective outreach activities, and conclusions/implications from specific systematic reviews addressing topics of high interest to consumers of evidence-based research.

The Impact on Students with LD and AD/HD The Americans with Disabilities Act Amendments Act of 2008 (ADAAA) was passed by Congress in December 2008 and became effective January 1, 2009. This significant piece of legislation corrected what Congress considered to be a departure from the intent of the original ADA (passed in 1990) brought about by several narrow interpretations of the law through Supreme Court rulings. These rulings weakened the law and made it difficult for people with disabilities to receive the protection the law intended.The ADAAA also has a direct and substantial impact on Section 504 of the Rehabilitation Act of 1973 (Section 504) -an important law that provides protections for school-age children with disabilities.   This Parent Advocacy Brief will help you understand the changes brought about by the ADAAA, how they apply to Section 504, and how these changes may impact children with disabilities, including learning disabilities, as well as other conditions such as Attention-Deficit/ Hyperactivity Disorder (AD/HD), Aspergers Syndrome, diabetes, asthma, and life-threatening food allergies.

Leaders from the disability community joined U.S. Secretary of Education Arne Duncan and other senior officials from the White House and the Education Department Monday for a panel discussion celebrating the 39th anniversary of Section 504 of the Rehabilitation Act of 1973.

Today’s young people must graduate from high school with the skills necessary to succeed in the 21st century global economy.  And that certainly includes youth with disabilities.  To that end, the U.S. Department of Education’s Office of Special Education and Rehabilitative Services and the U.S. Department of Labor’s Office of Disability Employment Policy are working closely together to create opportunities for youth with disabilities to graduate college and career ready.