Assistive Technology: Access for All Students: Chapter Six Discussion PaperSunshine GlanceTechnology in Special Education1. According to Beard, Carpenter, and Johnson (2011), “To progress through the general education curriculum, many students with physical disabilities require related services to access the physical school environment, curriculum general and extracurricular activities” (p. 94). . To be able to provide the access that students with physical disabilities need for their studies, many elements 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. It is important to address them adequately in the classroom environment. According to Beard, Carpenter, and Johnson (2011), “when mobility is reduced, learning opportunities are limited and social interactions are impaired” (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 all factors should be considered when determining which aid(s) to choose. Data should be collected to ensure that it meets the needs of the student 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 systems and powered mobility systems. It will therefore be crucial to determine the child's abilities and developmental levels when choosing the appropriate mobility system for a physically disabled child. They must have the sensory and cognitive abilities to understand how to use the system correctly. The environments in which the student will use the system should also be considered.