Assistive technology (AT) means any tool, product or system that helps a person do something they would find hard or impossible without it. The World Health Organization describes it as a way of supporting participation in education, work and daily life. In school it ranges from a pencil grip to a speech-generating device.
Types - Reading support: text-to-speech, audiobooks, reading pens, coloured overlays (evidence for overlays is weak; ask a specialist), and e-books with adjustable text. - Writing support: speech-to-text, word prediction, spell-checkers, keyboards and graphic organisers. - Communication: picture communication books, symbol apps and speech-generating devices for children who cannot rely on speech. - Maths: talking calculators, manipulatives, and software that lays out sums. - Vision and hearing: magnifiers, large-print materials, screen readers, hearing aids and classroom sound systems, captions. - Organisation and behaviour: visual timetables, timers, reminders, noise-cancelling headphones. - Physical access: adapted seating, switches, eye-gaze and alternative mice.
How it helps Used well, AT lets a child show what they know and take part with peers, instead of being held back by one barrier. A child who struggles with handwriting but speaks well can show their ideas through speech-to-text. It supports inclusion; see a positive learning environment.
Choosing the right tool 1. Start with the task, such as "get ideas on to paper", not with the product. 2. Try more than one option with the child. They should want to use it. 3. Match it to the setting. A device that needs a quiet room is no use in a noisy class. 4. Start simple. Low-tech options often work well. 5. Review. Needs change; the right tool at seven may not suit at eleven. 6. Ask a specialist, such as an occupational therapist, speech and language therapist or the school's SENCo.
Universal design Some features, like captions and adjustable text, help many pupils. Universal Design for Learning (UDL), from CAST, encourages teachers to plan flexible materials from the start rather than adapt afterwards. See learning styles.
Obstacles - Cost and funding. In England, schools can use their SEN funding and, for some pupils, EHC plans specify provision; ask the school. - Training. Teachers and pupils need time to learn the tool. - Stigma. Normalise tools by making them available to everyone where possible. - Technical problems and lack of support. - Over-reliance. AT should support skills development, not replace teaching.
The WHO's Global Cooperation on Assistive Technology and its fact sheet describe wider access issues worldwide.