Assistive Technologies: Access for All Students: Chapter Six Reflection PaperSunshine GlanceTechnology in Special Education1. According to Beard, Carpenter, and Johnson (2011), “To make progress in the general education curriculum, many students with physical disabilities require related services to access the physical environment of the school, the general education curriculum, and extracurricular activities.” (p. 94). . In order to provide the access that students with physical disabilities need for their education, many aspects must be considered, including positioning, wheelchair design and mobility aids. Each of these aspects is very important to address for people with physical disabilities not only for their education, but also for their social interactions. Addressing them appropriately in the school environment is important to According to Beard, Carpenter, and Johnson (2011), “When mobility is impaired, learning opportunities are limited, and social interactions are compromised” (p. 98). Mobility needs must be met so that students with physical disabilities can have a good academic and social experience. Mobility aids are available, but you must consider all factors when determining which aid(s) to choose. Data must be collected to ensure that it meets the student's needs in a way that allows them to move as efficiently and independently as possible.8. According to Beard, Carpenter, and Johnson (2011), “Determining the student's skill level allows the team to choose the best and most appropriate mobility system” (p. 99). There are many different types of mobility and motorized systems, so determining your child's abilities and developmental levels will be crucial in choosing the right mobility system for a physically disabled child. They must have the sensory and cognitive skills to understand how to use the system in the right way. The environments in which the student will use the system must also be taken into consideration