School Assistive Technology Newsletter: Communicating AT Tools and Support to Families

Assistive technology is one of the most underutilized supports in K-12 education, partly because families do not know it exists, partly because they do not know how to request it, and partly because the term itself suggests something more complex and specialized than the tools actually are. A plain-language AT newsletter changes all three of those problems.

The goal is to give families a clear picture of what AT looks like in your school, which students benefit from it, how to start the process of accessing it, and what families can do at home to support the tools their child uses at school.

What assistive technology actually looks like

Assistive technology is any tool that helps a student with a disability access learning. That range is wide. On the low-tech end: a slant board that improves a student's writing angle, a pencil grip that helps a student with fine motor difficulties hold a pencil comfortably, or a fidget tool that helps a student with attention challenges stay regulated during instruction.

On the higher-tech end: text-to-speech software that reads aloud written text for a student with dyslexia, so they can access grade-level material without the reading barrier. Speech-to-text tools that let a student with dysgraphia dictate their written work instead of fighting to write it by hand. AAC devices that give a non-verbal student a reliable way to communicate throughout the day. Screen readers that translate on-screen text to audio for students with visual impairments.

Which students benefit from AT

AT supports students with a wide range of disabilities: learning disabilities including dyslexia and dysgraphia, autism spectrum disorder, physical and motor disabilities, visual impairments, hearing impairments, and communication disorders. AT is not only for students with severe disabilities. Many students with mild reading challenges benefit significantly from text-to-speech tools even when they are reading above grade level in their overall performance.

Not all AT requires an IEP or a formal disability diagnosis. Some tools that support students with disabilities are also beneficial for all students. Text-to-speech while following along in a text, for example, benefits many readers. The formal AT evaluation process and IEP documentation are required when a student needs specific tools as part of their educational support plan.

How to request an AT evaluation

Families who believe their child might benefit from assistive technology should request an AT consideration at their child's next IEP meeting or request a meeting specifically to discuss AT. Put the request in writing. The IEP team including the AT specialist will observe the student, review assessment data, and determine whether an AT evaluation is appropriate.

The evaluation includes observing the student in the classroom, trying out tools with the student to see what helps, and reviewing the tasks the student finds most challenging. The result is a written recommendation for specific tools or strategies, which are then added to the IEP. AT listed in an IEP must be provided by the school at no cost to the family.

AT tools available through your school

Name the specific AT tools your school or district provides. If Google Workspace is your school's platform, built-in AT includes text-to-speech (Read Aloud in Docs), dictation, and the Read&Write Chrome extension. If the school uses Microsoft 365, Immersive Reader is available in Word and OneNote. List the specific tools available so families know what their child can access and request.

Supporting AT use at home

AT works best when it is used consistently, at school and at home. Families can support this by ensuring the same tools the student uses at school are available on the home device. Most school AT tools are accessible on any device where the student can log into their school account. Some tools have free versions families can install on home devices.

Encourage families to contact the AT specialist or the special education teacher if they are not sure how to set up a tool at home. The school wants home use to work because consistent practice makes tools automatic. A student who only uses text-to-speech at school and reads without it at home develops the AT habit much more slowly than one who uses it everywhere.