Assistive Technology for Students with Disabilities
Tools and services that help students access instruction, communicate, participate, demonstrate learning, and build independence.
Terminology note: “Adaptive technology” is sometimes used informally, but assistive technology (AT) is the term used in the Individuals with Disabilities Education Act (IDEA). AT can be low-tech, high-tech, commercially available, modified, or customized. The appropriate solution begins with the student and the task—not with a product.
What assistive technology includes
Under IDEA, an assistive technology device is equipment or a product system used to increase, maintain, or improve a student’s functional capabilities. Assistive technology services help with evaluation, acquisition, selection, customization, maintenance, coordination, and training.
Devices and features
A pencil grip, visual schedule, switch, screen reader, communication system, adapted keyboard, or accessibility feature built into a device.
Services and support
Assessment, trials, fitting, configuration, repair, data review, and training for the student, family, educators, and related-service providers.
Ongoing implementation
AT must work in the student’s real environments and routines. Teams monitor effectiveness and revise the plan when needs, tasks, or technology change.
IEP consideration: IDEA requires an IEP team to consider whether a student needs AT devices and services whenever the team develops, reviews, or revises the IEP. If AT is required for the student to receive a free appropriate public education, the public agency must make it available.
Common categories and classroom uses
Categories overlap. One student may use several tools, and the same feature may support different students for different reasons. A diagnosis alone does not determine which technology is appropriate.
Hearing and listening access
Supports access to speech, classroom audio, multimedia, and alerts.
- Remote microphones and classroom audio-distribution systems
- Hearing loops and compatible receivers
- Captioning, transcripts, visual alerts, and interpreted communication
- Noise management and preferential access to the speaker
Vision and visual access
Supports reading, navigation, orientation, and access to visual information.
- Screen readers, refreshable braille displays, and braille embossers
- Screen magnification, high contrast, color adjustment, and large-print materials
- Optical character recognition and accessible electronic text
- Tactile graphics, audio description, and object identification
Reading, writing, and language
Supports decoding, composition, spelling, note-taking, and access to text.
- Text-to-speech and read-aloud tools
- Speech recognition and voice typing
- Word prediction, spelling support, and talking dictionaries
- Digital annotation, accessible books, and structured writing tools
Communication
Augmentative and alternative communication (AAC) supports students whose speech does not meet all of their communication needs.
- Picture or symbol boards and communication books
- Speech-generating devices and AAC applications
- Eye-gaze, switch, touch, or partner-assisted access
- Vocabulary systems available across classes and settings
Physical access and computer input
Provides alternatives to standard keyboards, touchscreens, handwriting, and mouse use.
- Alternative keyboards, keyguards, and adapted mice
- Switch access, scanning, head tracking, and eye tracking
- Voice control, on-screen keyboards, and keyboard-only navigation
- Mounting systems, positioning supports, and adapted work surfaces
Executive function and organization
Supports planning, attention, memory, time management, and task completion.
- Visual schedules, checklists, timers, and reminders
- Task-analysis and step-by-step prompting tools
- Graphic organizers and concept-mapping tools
- Reduced-distraction displays and consistent digital workflows
Mobility and environmental access
Supports movement, positioning, reach, and participation throughout the learning environment.
- Mobility devices and transfer supports
- Accessible desks, seating, and adjustable workstations
- Environmental controls and accessible switches
- Accessible routes, storage, charging, and emergency procedures
Accessible instructional materials
Ensures that curriculum and media can work with the student’s access method.
- Tagged documents and semantic headings
- Captions, transcripts, and audio description
- Alternative text and accessible charts or diagrams
- Keyboard-operable learning platforms and assessments
A student-centered selection process
Define the task and barrier
Describe what the student needs to do, where it occurs, current performance, strengths, preferences, and barriers. Avoid beginning with a favored device.
Identify possible supports
Consider instructional changes, accessible materials, built-in accessibility features, low-tech tools, and specialized AT. Involve the student and relevant team members.
Trial in authentic settings
Test promising options during real classroom tasks. Provide training and enough time to learn the tool before deciding whether it is effective.
Measure meaningful outcomes
Examine access, accuracy, effort, independence, participation, speed, quality, and student preference—not merely whether the device was used.
Document and implement
Record the tool, settings, environments, responsibilities, training, maintenance, backup access, and how it connects to the IEP or Section 504 plan when applicable.
Review and revise
Monitor whether the support continues to work as curriculum, environments, student skills, and technology change. Repair, replace, simplify, or expand the solution as needed.
Implementation and procurement checks
| Area | Questions to answer |
|---|---|
| Student fit | Does the support address a documented task and barrier? Can the student use it efficiently, comfortably, and with dignity? |
| Compatibility | Does it work with required devices, browsers, files, assessments, learning platforms, peripherals, and other AT? |
| Accessibility evidence | Has the product been tested with relevant assistive technologies and users? Is an Accessibility Conformance Report current and specific to the version being purchased? |
| Privacy and security | What student data is collected, why is it needed, who receives it, how long is it retained, and can unnecessary collection or sharing be disabled? |
| Training and support | Who will configure, teach, troubleshoot, maintain, repair, and replace the solution? What happens when the primary device is unavailable? |
| Portability | Can the student use the support across classrooms, home, transportation, extracurricular activities, transitions, and emergency situations when required? |
| Effectiveness | What observable evidence will show that the support improves access, participation, progress, communication, or independence? |
Products are not interchangeable: A popular tool is not automatically appropriate for a particular student. Follow the student’s IEP or Section 504 plan, obtain specialist input when needed, and use district approval processes for accessibility, privacy, security, compatibility, and procurement.
Authoritative starting points
IDEA assistive technology guidance
Review federal guidance addressing AT requirements, common misconceptions, IEP consideration, funding, services, training, and use across settings.
Read the guidanceIDEA regulation: 34 CFR §300.105
Read the federal requirement addressing when public agencies must make AT devices and services available to students with disabilities.
Open the regulationEducation technology accessibility
Review U.S. Department of Education information about equal access to online and digital educational opportunities under Section 504 and Title II.
Review digital accessibilityAccessible technology procurement
Use the federal Section 508 procurement resources as a practical reference for defining accessibility requirements and evaluating vendor evidence.
Explore procurement resources