• Reading

• Speaking

• Typing

• Writing

• Remembering

• Pointing

• Seeing

• Hearing

• Learning

• Walking 

And more. 

Every students’ needs are unique, which means the type of assistive technology used will vary depending on the specific disability. 

• Enhanced Communication

• Improved Numeracy Skills

• Improved Academic Engagement 

• Increased Independence and Confidence

• Better Social Inclusion

Challenges:

• Funding 

• Evaluation and Training 

• Universal Design 

• Diverse Solutions for Diverse Needs 

• Lack of Advocacy 

DI is also:

• Instruction that adapts to the learner’s preferred learning style, interests, and current level of understanding.

• A structured approach to instruction and learning

• Addresses students’ needs by offering a mix of collaborative, supported, and self-directed teaching methods.

Incorporating AT allows teachers to meet diverse learning needs, promote independence, and support Universal Design for Learning (UDL) principles—offering multiple ways for students to engage, represent ideas, and show what they know.

Ultimately, assistive technology empowers every learner to reach their full potential.  

• Texts available in different levels of reading difficulty.

• Presenting ideas using both visual and auditory methods.

• Audio recordings of written texts.

• Spelling and vocabulary lists tailored to students’ readiness levels.

• Small group sessions designed to reteach concepts or skills for learners who are struggling, or to enhance the thinking and abilities of advanced learners.

• Reading buddies.

• Activities designed with varying levels of assistance, difficulty, or complexity.

• Hands-on tools provided for students who require them.

• Allowing students different amounts of time to finish a task—giving struggling learners more time and advanced learners the opportunity to explore topics more deeply.

• Learning centers that allow students to investigate specific parts of the class topic that interest them most.

• Offering students different ways to demonstrate their learning, such as putting on a puppet show, writing a letter, or creating a labeled mural.

• Implementing rubrics that align with and challenge students based on their individual skill levels.

• Allowing students to design their own project assignments, as long as they include the required components.

• Giving students the choice to work independently or with a small group on their assignments or projects.

• Designated areas in the classroom for quiet, focused work and spaces that encourage collaboration among students.

• Resources that represent diverse cultural backgrounds.

• Instructions for independent tasks tailored to each student’s specific needs.

• Established procedures that enable students to seek assistance even when the teacher is working with others.

• https://iris.peabody.vanderbilt.edu/module/at/

  This resource reviews the fundamentals of AT with a helpful overview designed for classroom teachers

• https://aem.cast.org/get-started/defining-accessibility

  This resource is about learning different AT and accessible education materials, including key federal laws that support their use.

• https://aem.cast.org/acquire/decision-making-accessible-formats#.VifxQaQ7TrY

  This resource is an interactive decision-making tool created for IEP teams to help identify, choose, obtain, and effectively use accessible educational materials.

• https://aem.cast.org/get-started/resources

  This is an extensive directory of national organizations, conferences, state programs, and transition tools.

For Parents:

• https://www.understood.org/en/articles/assistive-technology

  This resource explores a range of parent-friendly resources that explain different types of assistive tools and offer guidance for collaborating with schools.

• https://www.youtube.com/watch?v=VI-bigV2bPc

  This video is from the National Center for Learning Disabilities for practical tips and insights to support families.