Assistive technology in schools: choose around the pupil

Define the barrier before selecting a tool

Assistive technology can help a pupil access information, communicate or demonstrate learning. Its value depends on the individual, the task and the environment. Begin with a clear description of the difficulty: reading a worksheet independently, recording an answer, navigating a device or taking part in a discussion.

Involve the pupil, family, relevant teachers and the school's specialist support colleagues. Ask what already works and what has been tried. A device that appears capable in a demonstration may be uncomfortable, tiring or impractical in the classroom. Pupil preferences and the way support is delivered matter alongside technical features.

For complex needs, seek appropriate specialist assessment rather than treating a general software recommendation as a personalised solution. Local arrangements differ, so establish who coordinates advice and follow-up in the school's setting.

Check the accessible options already available

Useful features may already exist in the school's approved devices and applications: text enlargement, text-to-speech, dictation, keyboard navigation, captions or alternative input. Trial the relevant features before assuming a separate product is required. Built-in availability does not mean the feature is configured well or suitable for every pupil.

Accessible teaching materials are part of the solution. A pupil cannot reliably use text-to-speech on an image of a worksheet with no usable text. Clear document structure, meaningful headings and readable layouts can remove avoidable barriers before specialist tools are introduced.

The DfE digital accessibility standard distinguishes general accessibility from personalised assistive technology. That is a useful distinction for planning: make everyday resources accessible for everyone, and arrange individual support where the pupil's needs go further.

Set a small, meaningful trial

Choose a specific outcome that staff and the pupil can observe. For example, the pupil can review a short piece of writing using an approved read-aloud tool, or contribute an answer using an alternative input method. Avoid measuring success only by how often an application is opened.

Agree a trial period, practice opportunities and who will help. Include the ordinary classroom environment, not just a quiet demonstration. Test whether the pupil can start the activity, save the result and return to it in another lesson. Record what reduces or increases effort.

Trial question	Useful evidence
Does it remove the intended barrier?	The pupil can complete the target task with appropriate support
Is it manageable in class?	Setup and transitions fit the lesson
Does the pupil want to use it?	Feedback about comfort, confidence and preference
Can staff support it?	More than one colleague can resolve routine problems
Does it work with school resources?	Real documents and systems have been tested

Build staff confidence and continuity

Training should cover the pupil's everyday workflow, not every feature in the product. Show staff how to prepare compatible materials, recognise when something has gone wrong and provide a fallback. Include teaching assistants and cover arrangements where relevant.

The DfE's assistive technology training research highlights the importance of staff skills and embedding use in school practice. Treat training time and follow-up as part of provision rather than an optional extra after purchase. Keep practical instructions in a place accessible to the authorised staff who need them.

Avoid making a single enthusiastic colleague the only person who understands the setup. Record settings, support contacts and any essential accessories. Plan transitions between classes and schools so useful working arrangements are not lost when responsibility changes.

Protect access and information

Check how the tool handles pupil information, voice recordings or written work. Use the school's normal approval and data protection processes, with specialist input where needed. Do not enter identifiable pupil material into an unapproved service simply because it offers a convenient accessibility feature.

Coordinate with IT support so necessary settings survive updates and device replacements. A locked-down configuration should still provide an approved route for accessibility needs. Test accounts, headphones, switches or other accessories in advance of important activities.

Assessment use needs separate consideration. A tool used in lessons is not automatically permitted in every examination or statutory assessment. The school's assessment lead should check current rules and arrange any required approvals; do not wait until the assessment day to discover a restriction.

Review whether independence is improving

Revisit the original outcome with the pupil and staff. Continue, adapt or stop a trial based on evidence rather than the cost already spent. A simpler tool used confidently may be more valuable than a sophisticated system that creates dependency or fatigue.

Include maintenance, replacements and transition planning in the school IT strategy. The aim is dependable participation in learning, with technology that fits the pupil and a school routine capable of sustaining it.