Technology is essential in special education. The right tools can improve instruction and support and increase access for students with disabilities. Assistive technology (AT) Devices and Services included in an Individualized Education Program (IEP) are one way to improve the educational experience of a student with a disability. But Accessible Education Technology (Accessible Ed Tech) offers universally designed options that may be useful for all learners. Below, see how they compare and consider whether one or both is right for your student.
Key Differences
| Factors | Accessible Education Technology | Assistive Technology (AT) |
| Definition | Computers, websites, apps, and other digital tools that are made to help all students learn. They are designed to be accessed by students with and without disabilities. Accessible Ed Tech can be chosen in response to a student’s observed needs and does not require an evaluation. | Any device or tool that helps a person with a disability do things they might otherwise find challenging, and can meet specific individual needs. AT is accessed through an evaluation, which may lead to an IEP recommendation. |
| Purpose | To support learning by improving access. Accessible Ed Tech supports inclusive classrooms and can provide benefits to all. | To help a student with a disability do more things, keep their skills, or improve at them. AT can improve functioning and independence by using tools that address specific limitations caused by a disability. |
| Users | All learners, including those without disabilities, can benefit from Accessible Ed Tech | Individuals with disabilities |
| In the IEP | An IEP is not necessary to utilize Accessible Education Tech. For students with disabilities, the benefit of Accessible Ed Tech can be reflected in the Present Levels of Performance (PLOP) section of the IEP. For students without IEPs, a discussion with the teacher and student may suffice, or it could be added to a 504 Accommodation Form. | AT should be considered for all students with disabilities. To access AT, an AT evaluation must be conducted. If the need for AT is substantiated in an evaluation, it is documented in the “Recommended Special Education Programs and Services” section of the IEP. |
| Examples | Many tools that students are already using are Accessible Education Tech. Chromebooks and iPads have built-in accessibility features like text-to-speech, magnification, and live captioning. The key is knowing how to access them. | Low Tech: Rubber pencil grip, visual schedules, large print materials Mid Tech: Audio-book, word prediction software, calculator High Tech: Screen readers, tablet or computer apps like Notability, eye gaze systems, and augmented communication devices |
Which is Right for You?
- Accessible Ed Tech is proactive – it aims to remove barriers from the start by designing tools that can be used by everyone. AT is reactive – it is used to respond to an individual’s specific need that isn’t met in typical classroom spaces. Both are necessary to create inclusive educational environments.
- AT is not a substitute for other supports or interventions. It is intended to provide access to grade-level curriculum while specially designed instruction and targeted interventions continue.
- There is overlap between Accessible Ed Tech and AT. Accessible Ed Tech often incorporates elements of AT in its design to remove barriers. Conversely, Accessible Ed Tech can sometimes be used as AT to meet an individual’s needs.
- Wider use of Accessible Ed Tech by all students can reduce the need for individual accommodations. For example, on an accessible platform, digital content would already be available in multiple formats, such as standard print, audio, large print, and different languages. Families waiting for evaluations or struggling to secure AT can reach out to your student’s teachers and/or IEP team to discuss how Accessible Ed Tech, which may already be available in the classroom, can be used to support your child.
Next Steps
- Identify what your student needs help with (e.g., reading, organization, handwriting) and formulate questions before speaking with your student’s teacher or IEP team. E.g., What is already being done to meet this need? What tools can help students with this need?
- Spend a few minutes exploring accessibility features on your own phone or computer to build familiarity with tools that are readily available and often free.
- If you think your student needs AT, reach out to their IEP team in writing (hardcopy or email) to request an AT evaluation.
- Remember that students may use both Accessible Educational Technology and Assistive Technology depending on their needs.