Assistive Technology in Schools

Using assistive technology in the school setting allows students access to the educational curriculum, classroom participation, and academic success. Educational audiologists and speech-language pathologists support creating inclusive learning environments by lending their expertise to create classroom experiences that support students' access to the educational curriculum, participation, and success while at school. Students with communication disorders actively engage in learning alongside their peers using assistive technology—a practice that enriches the educational experience for all students.

On this page:

What is assistive technology?
Types of assistive technology
Assessment and implementation of assistive technology
Resources

What Is Assistive Technology?

Assistive technology (AT) is a product, technology, equipment, or software that assists with learning and enhances daily living tasks for students with disabilities. In the school setting, assistive technology supports come in many forms—such as a remote microphone system or a dedicated speech-generating device. 

The World Health Organization uses the terms assistive device or assistive technology to refer to any device that helps a person with hearing loss or a voice, speech, or language disorder to communicate. These terms often refer to devices that help a person to hear and understand what is being said more clearly or to express thoughts more easily.

Types of Assistive Technology

Many different types of assistive technology may help students in the school setting. Educational and assistive technology options for students change frequently given technological advances and evolvement. Here are some of the most common types of assistive technology used in schools:

augmentative and alternative communication (AAC)  
assistive listening devices (e.g., remote microphone systems)
accessibility features like text-to-speech, speech-to-text, and captions 
speech-generating or voice amplification devices
computer, tablet, and app access

Mobility aids, adaptive feeding, positioning, and environmental aids are also considered assistive technology. If your student requires these types of assistive devices, then the speech-language pathologist (SLP) and the educational audiologist will work collaboratively with other building staff and related service providers such as facility management, occupational therapists (OTs), physical therapists (PTs), and classroom aides. For more information on working with an interprofessional team, visit ASHA's webpage, Why Is Interprofessional Practice (IPP) Important in a School Setting?

Although not defined in the Individuals with Disabilities Education Act (IDEA), augmentative and alternative communication (AAC) devices are devices that either supplement a person's speech and language (augmentative) or replace a person's speech (alternative). See, for example, ASHA's webpage, Augmentative and Alternative Communication (AAC), for a description of AAC.

Assistive Technology and the Special Education Process

A student who is identified with a disability may require access to AT to meet academic standards and access the curriculum. During every individualized education program (IEP) meeting, teams must consider if a child requires assistive technology to access their educational curriculum. A student who is not eligible for special education services may be eligible under Section 504 of the Rehabilitation Act. Assistive technology services may be provided under a Section 504 Plan. Visit ASHA's webpage, Individualized Education Programs (IEPs), Individualized Family Service Plans (IFSPs), and Section 504 Plans.

The goal in using assistive technology is to help bridge the gap for students with communication, language, and hearing impairments so that we can provide equitable access to curriculum and create inclusive learning environments. As an educational audiologist or an SLP, you are essential to providing accessibility recommendations for your students.

For more information, visit ASHA's webpages, Eligibility and Dismissal in Schools and IEPs, IFSPs, and Section 504 Plans.

Assessment and Implementation of Assistive Technology

Assessing students' needs for assistive technology is a critical process that empowers educational audiologists and SLPs to identify and implement tailored solutions so that they can support students with communication and learning disabilities.

Implementing a systematic approach allows educational professionals to effectively determine the most suitable assistive technology tools—which enable the professionals to provide access to instruction. This approach also enhances students' communication, language development, and academic success.

Referral Process

An assistive technology referral may come from teachers, parents, caregivers, or other professionals indicating concerns about the student's communication or learning abilities. For students with an IEP, assistive technology should be discussed at every annual meeting or whenever the student is unable to access academic material in its current design. In January 2024, the U.S. Department of Education issued guidance to provide clarification and resources regarding assistive technology. This guidance [PDF] was titled, “Myths and Facts Surrounding Assistive Technology Devices and Services.” which highlights areas of impact for educational audiologists and SLPs.

Decision-Making Process

Deciding the need for assistive technology will require collecting information about the student's abilities, barriers, and learning goals through observations, interviews, and existing assessments. Teams might consider (a) using the SETT Framework and (b) evaluating assistive technology remotely. For more information, visit the webpages of the Council for Exceptional Children or the Minnesota Guide to Assistive Technology. Following the SETT Framework is a simple way for IEP teams to collect data on the need for assistive technology tools.

Collaboration to Support Success

Collaborate with teachers, parents, related service providers, instructional technology educators, and other professionals to gain a comprehensive understanding of the student's needs and the district's existing tools. Thoughtfully incorporate student input in the assessment process. Doing so allows you to understand their preferences, know their strengths, and target certain areas of need where a tool may help with access and may encourage more independent participation.

Ensuring Appropriateness of Assistive Technology for the Student

After you collect the data, provide the student with opportunities to test different assistive technology devices and software to determine effectiveness and suitability. Based on trial results and feedback, select the most appropriate assistive technology tools that align with the student's goals and needs.

Incorporating Assistive Technology in Students' IEPs

As you work to incorporate assistive technology into an IEP or a 504 plan, keep in mind the following tips/steps:

Develop an individualized assistive technology plan outlining specific student goals, strategies, and supports.
Integrate this plan within the special education paperwork process—such as the process used for the 504 plan or for the IEP.
Provide training to the students, teachers, and support staff on how to use and integrate assistive technology into the learning environment. This might include giving team members themselves training on and access to the actual tools and software. Doing so will make educational materials accessible, thus ensuring that the assistive technology is truly useful.
Designate which team members will do what roles (e.g., assistive technology specialist, educational audiologist, SLP). For example, who will collect the data? Who will monitor the use of a certain assistive technology tool? Who will track the success or failure of this tool, adjusting as needed to ensure effectiveness?

By following a structured referral and evaluation process that involves collaboration, comprehensive evaluation, trial periods, individualized planning, and ongoing monitoring, educational audiologists and SLPs can effectively identify and implement the most suitable assistive technology solutions to meet the unique needs of students in educational settings.