To effectively assist my students, I first took the time to familiarize myself with each tool. This allowed me to confidently guide students in integrating the technology into their daily routines. I worked closely with them to ensure consistent use, helping them build confidence and independence while making the tools a natural part of their learning process.

I found the consistent use of AT tools in the classroom to be very beneficial. It empowered the  students to access classroom content more independently and participate in more class discussions and activities. However, I’ve also encountered challenges such as students not wanting to use their AT devices during activities when their peers were using traditional tools like paper and pencil, often due to not wanting to stand out. Additionally, like any technology, AT tools come with occasional technical difficulties, which can be a temporary setback.

The use of AT aligns with Universal Design for Learning (UDL) principles, as it provides multiple means of engagement, representation, and expression. These tools don’t just support students with exceptionalities they can benefit all learners. For example, text-to-speech and speech-to-text tools can help students who struggle with reading or writing, and can also make learning more accessible for English Language Learners.