Assistive Technology for Education

A student’s need for Assistive Technology is based on a case-by-case decision made by the Individualized Education Program (IEP) team. If your student is on an Individualized Education Program (IEP), then the IEP team MUST consider if assistive technology would benefit your student regardless of the student’s specific disability. Each IEP document has a designated section that MUST be marked as to whether or not the student has a need for AT. The following reference guide was put together by the Utah Assistive Technology Teams (UATT) Leadership Council to guide IEP teams (including parents) during the AT consideration portion on a student’s IEP.

Consider these six areas when thinking about your student’s AT needs:

  1. Academics: Reading, Written Expression, Math, Executive Functions, Learning/Study

Sensory: Hearing, Vision, Tactile/Movement

Communication: Expressive, Receptive, Functional

Physical Access: Environmental Control, Positioning, Mobility, Seating

Behavior: Inattentiveness, Aggression, Frustration

Computer Access 

Assistive technology services include:

Evaluating whether or not the student would benefit from AT

Providing the assistive technology device

Training the student in using the device

Training the parents and professionals who work with the child, if needed

Evaluation Process:

If your student has not been evaluated for assistive technology and you believe that your student would benefit from this service, contact your child’s IEP team to start the evaluation process. If your child has completed the AT evaluation and has been found eligible, the following should be considered:  

What tools (devices/services) are necessary to support the student’s needs and goals across all educational environments (playground, classroom, library)

Issues related to design and selection of the device, as well as maintenance, repair, and replacement of devices

Training (to use the device) and ongoing technical assistance are necessary not only for the student, but also for family members, teachers, service providers, and other people who are significantly involved in a student’s life.


Assistive technology helps to level the playing field for individuals with disabilities by providing them a way to fully engage in life’s activities. An individual may use assistive technology to travel about, participate in recreational and social activities, learn, work, communicate with others, and much more.

Here are several examples of AT that enable people with disabilities to enter into the community and interact with others.

  • For greater independence of mobility and travel, people with physical disabilities may use mobility aids, such as wheelchairs, scooters, and walkers. Adapted car seats and vehicle wheelchair restraints promote safe travel.
  • Hand-held GPS (global positioning system) devices help persons with visual impairments navigate busy city streets and use public transportation.
  • Building modifications at work sites, such as ramps, automatic door openers, grab bars, and wider doorways mean fewer barriers to employment, businesses, and community spaces, such as libraries, churches, and shopping malls.
  • Special computer software and hardware, such as voice recognition programs and screen enlargement programs, enable persons with mobility and sensory impairments to carry out educational or work-related tasks.
  • Education and work aid such as automatic page-turners, book holders, and adapted pencil grips enable children to participate in classroom activities.
  • Bowling balls with hand-grips and one-handed fishing reels are a few examples of how technology can be adapted for sporting activities. Light-weight wheelchairs have been designed for organized sports, such as basketball, tennis, and racing.
  • Adaptive switches make it possible for a child with limited motor skills to play with toys and games.
  • Accessibly designed movie theaters provide closed captioning and audio descriptions for moviegoers with hearing and visual difficulties.
  • Devices to assist a person with daily living tasks, such as cooking, dressing, and grooming, are available for people with special needs. For example, a medication dispenser with an alarm can be set to remind a child to take daily medication. A person with use of only one hand can use a one-handed cutting board and a cabinet mounted can opener to cook meals with improved independence and safety.
  • Augmentative and Alternative Communication (AAC) devices that make it so a person who is not able to speak or has a hard time making others understand them at times, and has a way to be understood.  These individuals often benefit from having an alternative way to communicate or augment their speech so that others can understand what they are saying.


To determine the assistive technology needs of a child, an AT assessment should be conducted. The assessment can be conducted by the school, an independent agency, or an individual consultant. This assessment should take place in a child’s customary environments — home, school, and community.

It is important that the assessment address the child’s/youth’s strengths as well as his/her weaknesses. It is key, when discussing how they participate in his/her world, to hear the perspectives of teachers, parents and siblings, as well as that of the child/youth. The discussion should not be limited merely to what skills the child/youth possesses but should include the ways in which a child/youth communicates, what he likes and dislikes, and what kind of strategies and interventions are helpful in interacting with them. Consideration must be given to how a child’s/youth’s need for AT might change depending on the environment, for example on the playground, the classroom, a friend’s house or in a public place like a mall or library. This type of input will provide clues as to what technology might work and how well your child will respond to it.

The end result of an assessment is a recommendation for specific devices and services. Once it is agreed that assistive technology would benefit a child, issues related to design and selection of the device, as well as maintenance, repair, and replacement of devices should be considered. Training (to use the device) and ongoing technical assistance is necessary not only for the child/youth, but also for family members, teachers, service providers, and other people who are significantly involved in a student’s life. It is also important to integrate and coordinate any assistive technology with therapies, interventions, or services provided by education and rehabilitation plans and programs.

Acquiring assistive technology does not just happen once in a lifetime. The type of devices your child needs may change depending on their age, abilities, physical status, and features of the immediate environment. Change in your child’s life may require a re-assessment of his or her assistive technology needs. Remember to specify AT assessments, devices and services in your child’s IEP, so that the school may be responsible for providing them and can help with implementation during all times of the day.