What is Assistive Technology?
Assistive technology (AT) is any technology, equipment, software or digital tool that helps an individual overcome barriers to learning, communication, participation or independence. This applies in all aspects of life from education through to daily living, thus Speech to Text is assistive technology but equally so is an automatic washing machine.
Considered in an educational sense, assistive technology enables learners to access information, express their ideas, demonstrate their understanding and participate more fully in education.
Several years ago, assistive technology was the domain of really specialist resources; for example, the very first touch screens were clumsy additions to monitors attached by Velcro whereas today, now even the phones in our pockets can be operated by touch via integral screens.
Assistive technology has developed from being purely a specialist option to being increasingly integrated in mainstream technology. In particular, the three main platforms, Microsoft, Google and Apple all offer, as standard, a range of accommodations which offer increased accessibility to users. No longer are these hidden only to be accessed by diving through several menus and settings; indeed, many are just integral and ready to use by anyone. For example, Text to Speech/Speech to Text are now a matter of choice rather than specialist and added to a profile for an individual user.
Assistive technology ranges from low tech resources such as TTS Talking Points to complex high-tech solutions such as Meta AI Glasses. All are equally valuable as the key to success is matching the solution to identified need. Many barriers to learning can be supported by the correct use of Assistive Technology.
Where Can Assistive Technology Support Learning?
So how can assistive technology support learning in a range of common challenges?
| Area of Challenge | Example of Solutions |
| Speaking | Recording Voice, Talking points, Chatter Boards, Communication Aid |
| Listening | Headphones, Volume control, Caption Glasses |
| Reading | Audio Books, Text to Speech, Reading Pens |
| Writing | Word Prediction, Spell checkers, Speech to Text |
| Organisation | Schedules, Topic Mats, Planners |
| Physical access | Touch, Gesture, Switch, Pencil Grips |
| Sensory | Sound setting, Focus Lighting, Fidgets |
| Assessment | Self-correcting Flashcards, Reading Pens, Docs Plus |
Traditionally, assistive technology has sometimes been viewed as an additional intervention, introduced when a pupil experiences difficulties or receives a diagnosis.
This approach can unintentionally reinforce the idea that technology is something different for certain pupils rather than a normal part of teaching and learning.
A more inclusive approach recognises that:
Technology should proactively remove barriers to learning, not simply provide support once a pupil has struggled.
How to Embed Assistive Technology Across the School
Understand UDL
Firstly, understand Universal Design for Learning (UDL). This outlines the concept that access to learning should be multimodal in order to support the range of needs and strengths of the learners in a classroom. Check the UDL Guidelines for detailed information. In essence it advises that best practice with the universal level of assistive technology is that it should be embedded across a learning environment with staff who understand how to support its use and learners who can choose to use whatever works best to support access to each learning activity or task.
In this way, assistive technology is part of everyday classroom activity in the same way as wearing glasses or using hearing aids. This consistent use is important, firstly for transition; assistive technology should be available in every learning location in a school and secondly to facilitate staff expertise. There is no point having a fabulous range of assistive technology if it is under used or worse, lies unused.
Give Staff the Confidence they Need
Staff confidence is key. CPD time needs to be allocated and subsequently, ongoing help should be made available. If new colleagues join, the support information should be made available either through the induction process, or another simple idea for low tech solutions is to video short ‘How To..’ videos and then attach these via a QR code to the device or storage box so that instant support is available.
Regular reviews of effectiveness should take place to maintain the offering in terms of efficacy and to ensure that new additions to the inclusive offer are compatible with established practice. A clear management strategy for maintenance, storage and charging should be established so that at point of use the resource is indeed actually ready to be used. Staff should include the holistic team – Speech Therapists, Occupational Therapists, Educational Psychologists – indeed any professionals involved with the learner should also understand and be able to work with the assistive technology available.
Collaborate with the Wider Support Network
The family, parents and carers must be involved in this process. In terms of the universal offering, open days, coffee mornings and perhaps a dedicated session should introduce the parents and carers to what assistive resources their children are going to be able to access and use. A lovely example using the Talk-Time Postcards was a Reception Class who used the cards for home/school messages. Sometimes a photo was attached to the card, but there was always a recorded message celebrating an achievement. This meant that home also understood the cards and a reply was recorded that could be replayed the next morning in class.
By establishing such an accessible culture from early years this supports acceptance and usage by all rather than assistive technology being a restricted resource clearly identifying learners who struggle. Traditional classroom assessment often relies heavily on reading, writing and verbal responses. However, these methods do not always provide an accurate picture of what a learner knows or understands.
Where Can Assistive Technology Support Learning?
Assistive technology can offer alternative ways to demonstrate learning.
For example, a learner might:
- Record a spoken explanation into a recordable device such as an Easi-Speak microphone or Big Point Button instead of writing a response.
- Use symbols or images to construct an answer.
- Create a digital presentation or animation.
- Use speech-to-text to demonstrate subject knowledge.
- Communicate through an AAC system.
Thus, assistive technology can help demonstrate a learner’s understanding of the subject.
Equally, we still have a need for high tech, specialist assistive technology – at times even precisely engineered for a small group or single learner. In these cases, expert assessment and advice is recommended either from an independent provider or by using one of the key organizations in the UK:
When we are allocating dedicated devices such as an eye gaze setup or a Dynavox AAC (Augmentative and Alternative Communication) communication aid then this becomes vital. High Tech and specialist solutions must be collectively agreed and training given to all so the support can be accessed both in school and in the learner’s wider life.
Choosing the Right Assistive Technology
There are a few simple rules to support getting this right:
Start with the learner and the barriers they face rather than the resource.
Just because you already have an assistive technology resource in place doesn’t mean that it will be right for every learner. Careful observation, research and information gathering will enable effective provision choices. Remember to triangulate with home and other involved professionals. It is important not to introduce a resource that staff, home or other professionals will not feel confident working with. Following casual suggestions from others will never be enough to validate a choice, particularly if the choice will incur additional financial outlay.
Recognise and support learner voice
If they can express preferences and explain what they need help with and then which technologies are most useful then you have a better chance of full engagement with the deployment and consequent usage. A useful conversation starter is to ask, ‘What are you finding difficult?’ followed by ‘What do you think would help?’
If you have an embedded universal offer, then learners will hopefully have experience of a range of assistive technologies and thus an idea of what they found helpful. Even those with the most profound difficulties will be able to show via their level of engagement whether a resource is working for them.
Remember that there is a difference between accessibility and usability
Whereas accessibility is removing barriers so that learners can perceive, navigate, and interact successfully with teaching and learning; usability is how effectively, efficiently, and satisfyingly a resource can be used to achieve specific goals. They are interconnected and the best resources offer both. They do the job efficiently and are easy to use.
We have to consider the sustainability of any purchases as high tech solutions often have life spans, for example an iPad being used as a communication device usually has a life span of around three years. Consider setting aside budget for protective cases, collective charging setups in order to facilitate smooth usage.
Supporting Independence Through Technology
Of course, whatever the single challenge, or combination of challenges a learner experiences, the key aim of utilising assistive technology is to increase their independence. Without correct assistive technology (AT) support, the learner may remain dependent on adult support. As education’s primary aim is to develop each learner’s potential as an independent adult able to benefit from and contribute to society; it follows that equipping leaners with the best resources that they are confident using is key.
As they move towards adulthood, we need to ensure that they understand themselves. This includes recognising their needs and strengths and what technology will support their independent life. We need to reduce reliance on adult or peer support where possible and develop their confidence to advocate for themselves.
In Conclusion – How We View Assistive Technology
Perhaps the most important shift is in how we think about assistive technology. We should move away from asking: Which learners need assistive technology? And instead ask: How can technology help remove barriers to learning for all learners?
Assistive technology should not be viewed as an ‘extra’, an additional intervention or something that learners have to qualify for. It is an important component of adaptive teaching, inclusive classroom design and equitable access to education.
The ultimate aim is not to make learners adapt to the limitations of the classroom, but to use teaching, resources and technology – including recordable resources – to create an environment in which everyone can communicate, participate, learn and achieve.