Implementing assistive technology effectively
Selecting the right tool is just the start. For assistive technology to have a positive impact, it must also be implemented effectively.
Doyle and Slaughter (2018) have found technology is most effective when you:
- Carefully consider what the technology will be used for — e.g. speech-to-text software may be beneficial for a creative writing task but may not be beneficial for a spelling test.
- Have a good understanding of how the technology works. This may include receiving training from external specialists.
- Train the pupil and their parents/carers in how to use the technology.
- Ensure technology is ready in advance — e.g. iPads are fully charged or pencil grips are kept in an accessible space.
Watch: the power and impact of assistive technology
Watch this video from the Chartered College of Teaching, where Jules Daulby, a literacy and SEND specialist, is interviewed on the power and impact assistive technology can have and the importance of considered implementation.
In the video Jules identifies the importance of:
- ensuring assistive technology meets the needs of the pupil
- knowing when to use assistive technology and for what purpose
- training pupils on how to effectively use the tools
Jules also notes the pupil in her example would only use the assistive technology at home and not in the classroom which meant there was a disparity between class work and home assignments. This highlights the importance of creating an environment where the use of assistive technology is normalised, therefore reducing stigma around its use (nasen, 2023).
Case studies
In the following anonymised case studies, we'll explore how teachers have used assistive technology to effectively support pupils with SEND to better access learning.
In these case studies we have focused on pupil challenges and how they might be addressed. However, it's important to recognise both the strengths and needs of an individual, especially when talking to, and working with, children and young people.
Case study: 1
How a Year 4 teacher used speech-to-text software to support a pupil with decoding and transcription difficulties.
Case study: 2
How a teacher worked with specialists to implement an AAC device with eye-gaze capability to support communication and learning.
Case study: 3
How a Year 9 autistic pupil with a need for predictability was supported to better manage transitions using a visual timetable app.
Additional reading
To find out more about different types of assistive technology and implementing these in your setting you may wish to explore nasen's Assistive technology guidance: Assistive technology: A guide to making reasonable adjustments and creating accessible learning opportunities.
You may also be interested in Teach First's NPQ for SENCOs. You can find out more information here.
References
- Antalek, C., Dixon, F., Hayton, J., & Kamenopoulou, L. (2025). Identifying and supporting children and young people with sensory and/or physical needs: A rapid evidence review. Department for Education. Available here.
- Chartered College of Teaching. (No date). Using Technology in Evidence-Based Teaching and Learning. Future Learn. Available here.
- Doyle, A. and Slaughter, R. (2018) Accessibility and Assistive Technology – Findings from the DART Project. Presented in a session at FestABLE. DART Project
- Edyburn, D. L. (2020). Rapid literature review on assistive technology in education. Department for Education (UK). Available here.
- nasen. (2023). Assistive technology: A guide to making reasonable adjustments and creating accessible learning opportunities. Available here.
- Education Endowment Foundation. (2020). Special educational needs in mainstream schools: Guidance report. Available here.