What is assistive technology?
Technology is identified in the EEF's Special Educational Needs and Disabilities (SEND) in Mainstream Schools Guidance Report as one of the 5 key principles for effective teaching of pupils with SEND (EEF, 2020).
For most of us, technology makes things easier. For a person with a disability, it makes things possible.
- Judy Heumann, Educational Policymaker, cited in Edyburn, 2020
But what do we mean when we refer to assistive technology?
Assistive technology is an umbrella term that includes any device, software or system that a child or young person with SEND uses to overcome barriers to learning.
When used effectively, assistive technology can be a vital tool for inclusion in mainstream settings and ensuring pupils with SEND can access teaching and learning. Whilst there are many educational technologies that support teaching and learning for all children, the goal of assistive technology is to support pupils with SEND access learning more effectively and independently than would be otherwise possible without it (Edyburn, 2020).
Types of assistive technology
When we think of assistive technology, our first thought might be of high-tech, expensive solutions but this is often not the case. Assistive technology spans a wide range of tools. It includes specialist equipment like braille and alternative and augmentative communication (AAC) devices, free or low-cost accessibility software such as dictation tools or visual timetables, and non-digital tools like pencil grips or walking aids. What is important is how well the tool addresses the specific need. The starting point should always be the pupil's need, not the technology itself.
Accessible materials
To ensure assistive technology can be used effectively, it is equally important that the underlying materials themselves are accessible. Simple steps, such as using built‑in accessibility checkers in Microsoft Office, Google Workspace, and Apple tools, can help identify and address common barriers (e.g. poor contrast, missing alt text, or inaccessible formatting). Embedding these checks as standard practice can significantly improve access for all pupils, particularly those relying on assistive technology.
Below are some examples of assistive technologies that might be used to support specific pupil needs. Whilst they're grouped by broad areas of development, it's worth remembering that pupils will often have needs that span across these broad areas:
Executive function
- A pupil with decoding challenges may benefit from text‑to‑speech to access written instructions.
- A pupil with working memory difficulties may benefit from visual schedules or digital reminders to help manage multi-stage tasks.
Speech, language, and communication
- A pupil with limited expressive language may benefit from an augmentative and alternative communication (AAC) app to support them in communicating their needs, participating in classroom activities, and interacting with peers.
- A pupil who has difficulty understanding spoken language may benefit from a symbol‑supported communication board, such as Widgit symbols, to help them process instructions and engage in classroom interactions.
Social and emotional
- A pupil who struggles with self-regulation may benefit from using a simple sensory tool such as white noise headphones to help them maintain focus within a busy classroom environment.
- A pupil who experiences anxiety around transitions may benefit from a visual timetable to provide clear structure and predictability.
Sensory
- A hard of hearing pupil may benefit from real-time transcription software (for example C-Print) which provides live transcription of what is being said in class, helping the pupil to follow the lesson more easily (Antalek et al., 2025).
- Electronic magnifiers can support blind and partially sighted pupils by enlarging printed text or images.
Motor and physical
- A pupil with fine motor difficulties may need a writing slope, adapted pencil grip or speech‑to‑text to support written expression.
- Alternative input devices such as trackballs, joysticks or ergonomic keyboards can make it easier and more comfortable for pupils with physical needs to operate computers.
Please note the above is by no means an exhaustive list. Working with your SENCO and external specialists can support in ensuring the most appropriate tools are in place.
Reflection
With this in mind, it's likely you already use some form of assistive technology to support pupils in your own classroom or setting, even if you've not labelled it as such. Take a few moments to consider your own classroom or setting.
- Is there any assistive technology you have already put in place? If so, what was it?
- What pupil need was it addressing?
- How effective has it been in addressing this need?
Ready to put this into practice? The next section covers how to implement assistive technology effectively, with case studies from real classrooms.