Assistive Technology in Education
Are We Meeting the Needs of SEND Learners?
Education technology is widely promoted as a route to greater inclusion for children with dyslexia, autism and language-related difficulties. Text-to-speech, adaptive reading platforms and visual scheduling tools all show real potential. In practice, however, many products fall short of the needs of the learners they are intended to serve.
Designed for the majority
Much EdTech is developed for a typical learner, with SEND accessibility added later. A dyslexia-friendly font, for instance, cannot compensate for a programme that does not follow evidence-informed approaches such as structured, multisensory phonics. Similarly, tools for children with language difficulties often assume the very literacy skills they are meant to develop.
Sensory and cognitive demands
Autistic learners may find animated interfaces, unexpected sounds and reward-driven gamification overwhelming. Inconsistent layouts and inflexible learning pathways can heighten anxiety and reduce engagement, undermining the purpose of the technology.
Limited independent evidence
Marketing claims frequently outpace peer-reviewed research. Schools and families, often without the time or specialist knowledge to evaluate products, must make decisions on limited information.
Training and equity of access
Even well-designed tools depend on confident implementation. Many educators receive minimal training in assistive technology, and access varies considerably across schools, local authorities and households, particularly where provision relies on family funding or an EHCP.
Priorities for improvement
Co-design: involve SEND learners, families and specialists throughout development.
Adaptability: provide sensory controls, adjustable pacing and predictable layouts as standard.
Transparency: publish independent evidence of impact.
Professional development: invest in practical, ongoing staff training.
Personalisation: match tools to individual needs rather than diagnostic labels.
Conclusion
Technology can strengthen confidence, communication and independence for SEND learners. Realising that potential requires products built with, not merely for, the children who use them.