How Assistive Technology Can Support Learning and Independence

Assistive technology can include tools and services that help a person participate in an activity or complete a task. The right tool depends on the person, the environment, and the goal. A device that helps one person may not suit another.

Start with the task

Identify what the person is trying to do: read a passage, communicate, organize a sequence, write, hear instructions, or complete a daily routine. Consider what is already working and what is creating a barrier.

Explore categories

Options may include text-to-speech, speech-to-text, alternative keyboards, visual schedules, communication supports, captioning, screen magnification, reminders, or accessible settings built into common devices. Some are free or built into operating systems; others are paid products. Check the publisher’s current feature and pricing information before choosing.

Try, observe, adjust

When possible, test a tool in the setting where it will be used. Observe whether it helps with the intended task, whether it is comfortable and accessible, and what training or support is needed. Include the individual in choosing and evaluating tools.

Ask about services and support

In IDEA, schools must ensure assistive technology devices or services when required as part of a child’s special education program. Whether a particular tool or service is needed is individualized. The cited federal regulation provides the governing context; it is not a product recommendation.

SESN does not guarantee a product’s suitability. See the Assistive Technology Center and use the exploration worksheet to note what you learn.