When we talk about learning environments, we often talk about tools. Laptops, whiteboards, apps, curriculum platforms – each designed to support students in some way. But for learners with disabilities, the question is not whether a tool is helpful. The question is whether it is usable at all. That’s where assistive technology enters the conversation. Whether digital or physical, these tools are essential – not optional – for full participation in learning.
According to the United Nations Sustainable Development Group, more than 90 percent of children with disabilities in low- and middle-income countries lack access to the assistive technology they need. These tools support core functions such as hearing, reading, mobility, and communication. The consequences of inaccessibility are severe. Children with disabilities are significantly more likely to miss school, fall behind in foundational skills, or never enroll at all. However, when accessible solutions are made available – like the digital book readers and screen readers recently deployed in Uganda – learners are able to thrive in their classrooms, communities, and future careers. The impact is not only personal but economic. Each dollar invested in assistive tech yields an estimated ninefold return to society, creating a compelling case for inclusion that is both moral and material.
The U.S. Department of Education recently released updated guidance on how K–12 schools can build digital accessibility into every layer of their technology infrastructure. The report encourages collaboration across departments – IT, special education, curriculum – and emphasizes the importance of involving students with disabilities directly in decision-making. Accessibility should be written into vendor contracts, curriculum plans, and even teacher-generated materials. Districts are also encouraged to work with their state’s assistive technology programs, which often offer resources and funding support. The goal is not to retrofit tools after the fact. The goal is to build with access from the beginning. Don’t miss our breakdown of all the federal policies impacting schools and accessibility.
American University professor Desmond Rudd, a lead contributor to the Department of Education’s brief, put it plainly in a recent interview with Education Week: accessibility is foundational. It determines whether students can meaningfully engage with lessons, demonstrate knowledge, and develop confidence in their abilities. According to Rudd, the first step toward equitable access is breaking down silos. Accessibility cannot live in the special education department alone. It must involve procurement teams, speech-language pathologists, district leadership, and IT staff. The process begins with an honest audit – what tools are in place, what gaps exist, and who is being excluded. Then comes the work of aligning definitions, responsibilities, and long-term plans. Transparency with families is critical throughout.
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Accessibility in education is not a feature. It is the floor. Assistive technology allows students to show what they know, build confidence, and move through the world with agency. The infrastructure to support that reality already exists. Now it is time to use it. Looking to add accessible design to your next project? Let’s talk.