The very first federal law that affected a student with special needs was the Education for All Handicapped Children Act (EHA: Public Law 94-142) established in 1975 by the United States Congress. PL 94-142 required all schools that received federal funds to accept students with physical and mental disabilities and to educate these children in the least restrictive environment (LRE). In 1990, Congress reauthorized EHA under a new title called the Individuals with Disability Education Act (IDEA: PL 101-476). Under IDEA, parents of students with disabilities as well as the students themselves were provided an Individualized Education Program (IEP), Free and Appropriate Public Education (FAPE) in the Least Restrictive Environment (LRE), an "Appropriate Evaluation" of the student's expected disability(ies) with parent and teacher participation and added due process procedural safeguards. IDEA'90 was reauthorized in 1997 (PL 105-17), and the principles of Universal Design for Learning (UDL) was developed. Last, in 2004, IDEA (PL 108-446) was altered to penalize states and school districts for not providing services for students with special needs in the LRE, and the districts had to show how they utilized Response to Intervention (RtI) to identify students with special needs. The project will identify specific UDL technology applications that school psychologists can recommend for students with specific learning disabilities. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]