Assistive Technology in Practice

Make assistive technology part of thoughtful learning design: start with the barrier and goal, match support to the task, teach agency and monitor whether access is improving.

• Begin with the barrier and the learning goal — Assistive technology is most useful when it removes an unnecessary barrier around a clear target.
• Match the support to the task — The same support can be helpful in one task and inappropriate in another.
• Teach use, choice and self-advocacy — Assistive technology works best when learners can control, explain and adapt their support.
• Design a reliable, accessible environment — A support cannot widen access if content, systems and routines make it unreliable.
• Monitor impact and adapt the support — Review whether access, participation, independence and learning evidence are improving.