When a student is struggling to read, write, communicate, organize schoolwork, access information, or participate independently, families and educators may begin wondering whether technology could help.

An assistive technology evaluation for students can help identify barriers that are affecting learning and explore tools or supports that may make school tasks more accessible.

However, not every student needs a formal assistive technology evaluation before trying a helpful tool. Some supports can be introduced relatively easily. An evaluation may become especially useful when a student’s needs are more complex, when previous supports have not worked well, or when the educational team needs more information to determine which technology may be appropriate.

The goal is not to give a student more technology. The goal is to find tools that address a real need and help the student participate, learn, and become more independent.

What Is Assistive Technology for Students?

Assistive technology includes tools and supports that can help a student increase, maintain, or improve important functional abilities.

These tools do not have to be complicated or expensive. Depending on the student, assistive technology may include simple supports as well as digital tools.

Examples may include:

• Graphic organizers
• Pencil grips
• Sensory tools
• Electronic worksheets
• Screen magnification
• Text-to-speech technology
• Recording software
• Other accessibility or learning tools

The right tool depends on the student, the task they are trying to complete, the environment where the tool will be used, and the specific barrier that needs to be addressed.

When Might a Student Need an Assistive Technology Evaluation?

An assistive technology evaluation may be helpful when a student continues to experience barriers despite instruction, accommodations, or other supports already in place.

The purpose of the evaluation is to better understand what the student is trying to do, what is getting in the way, and whether a particular tool or support could improve access or independence.

Here are several situations in which an educational team may want to explore an evaluation more closely.

1. Reading or Written Work Is Consistently Difficult to Access

A student may understand classroom concepts but struggle to access written material efficiently or express what they know through traditional written assignments.

Depending on the student’s needs, tools such as text-to-speech, speech-related technology, electronic documents, or other accessibility supports may be worth exploring.

An evaluation can help determine whether technology addresses the actual barrier rather than simply adding another tool to the student’s day.

2. The Student Knows the Material but Has Difficulty Demonstrating It

Sometimes a student’s academic performance does not fully reflect what they understand.

For example, a student may be able to explain an idea verbally but have significant difficulty organizing or producing a written response. Another student may understand a passage when it is presented in one format but struggle to access the same information independently in another.

Looking closely at the gap between what a student knows and what they can independently demonstrate may help the educational team identify useful supports.

3. Existing Accommodations Are Not Addressing the Barrier

A student may already receive accommodations or instructional support but continue to struggle with a specific task.

In that situation, it can be useful to ask:

• What specific task remains difficult?
• What has already been tried?
• How has the student responded?
• Is the current support addressing the actual problem?
• Would a different tool or approach improve access?

An assistive technology evaluation can provide additional information that helps the team answer those questions.

4. A Student Is Becoming Too Dependent on Adult Assistance

Adult support can be important, but one goal of educational support is often to help students become more independent when appropriate.

If a student consistently relies on another person to read information, organize materials, complete certain classroom tasks, or access instructional content, technology may provide another way to support participation.

The goal is not to remove useful human support. Instead, the team can explore whether appropriate tools could give the student additional ways to complete tasks independently.

5. The Team Is Unsure Which Tool to Choose

Finding an app or device is easy. Finding the right tool for an individual student can be much more difficult.

Two students who appear to have similar academic challenges may respond very differently to the same technology.

That is why the process should begin with the student’s needs rather than with a particular product.

An evaluation can help the team compare options, consider how the student performs with different supports, and determine which tools are practical for the environments in which the student learns.

6. Technology Has Been Tried but Is Not Being Used Successfully

Sometimes the issue is not that a student lacks technology. The student may already have access to a tool but rarely use it or may use it inconsistently.

That can happen for many reasons.

The tool may not match the student’s needs. It may be difficult to use in the classroom. The student may need more training. Teachers or family members may also need support understanding how the technology fits into everyday learning.

A closer evaluation can help determine whether the tool itself needs to change or whether implementation, training, or support should be adjusted.

What Happens During an Assistive Technology Evaluation?

An assistive technology evaluation should focus on the individual student rather than beginning with a predetermined device or program.

The process may include reviewing the student’s strengths and challenges, understanding the tasks they need to complete, looking at current supports, and observing how the student functions in relevant learning environments.

An evaluator may consider questions such as:

• What does the student need to be able to do?
• What is currently making that task difficult?
• What strategies or accommodations have already been tried?
• Which tools might reduce the barrier?
• Can the student use the tool effectively?
• Will teachers, family members, or other professionals need training?
• How will the team know whether the technology is helping?

The result should be more than a recommendation for a device. The information should help the educational team understand why a particular support may be useful and how it can fit into the student’s learning environment.

Does Every Student Need a Formal Assistive Technology Evaluation?

No. A formal assistive technology evaluation is not always necessary before a student can use an assistive technology device or service.

Some relatively straightforward supports may be introduced based on an identified need without conducting a separate AT evaluation.

However, an evaluation may be helpful when the student’s needs are complex, the appropriate tool is unclear, a support needs to work across multiple environments, or previous attempts have not produced the desired access or independence.

The decision should be based on the student’s needs rather than on the assumption that every assistive technology support requires the same process.

Assistive Technology and the IEP Process in New York

For students receiving special education services in New York, assistive technology may also be considered as part of the IEP process.

New York’s Committee on Special Education considers whether a student requires assistive technology devices and services when developing the student’s educational program.

That does not mean every student with an IEP needs assistive technology. It means the team should consider whether technology is necessary to address the individual student’s educational needs.

An assistive technology evaluation may also provide additional information when a team needs help determining which tools or services may be appropriate.

Why Training and Follow-Through Matter

Selecting a tool is only part of successful assistive technology support.

A student may need time and instruction to learn how to use it effectively. Teachers, family members, and other members of the educational team may also need guidance so the technology can be used consistently.

That is why Da Vinci Collaborative’s Technology and Learning services include more than identifying technology. Support can also include training, consultation, coaching, progress monitoring, and adjustments based on how the student responds.

A useful question is not simply, “Does the student have the technology?”

A better question is, “Is the technology helping the student complete meaningful tasks more effectively?”

How Do You Know Whether Assistive Technology Is Working?

Assistive technology should address a clearly identified need.

After a tool is introduced, educators and families can look for meaningful changes in the student’s ability to participate or complete relevant tasks.

Depending on the goal, questions might include:

• Can the student access the material more independently?
• Is the student able to complete a task that was previously difficult?
• Does the tool reduce unnecessary barriers?
• Can the student use it consistently across appropriate settings?
• Does the student need additional training?
• Is the support still appropriate as the student’s needs change?

If a tool is not helping, that information is useful too. The team can reconsider the technology, implementation, training, or underlying need and determine what should happen next.

How Assistive Technology Fits With Other Educational Support

Technology is only one possible part of a student’s educational plan.

A student may also need individualized instruction, assessments, reading or writing support, learning strategies, accommodations, or collaboration among family members and school professionals.

Da Vinci Collaborative provides individualized student services as well as data and assessment support to help families and educational teams better understand student needs and identify practical next steps.

The purpose is not to replace effective instruction with technology. Instead, technology can be considered alongside instruction and other supports when it helps remove a barrier to learning or participation.

Assistive Technology Support for Students in New York

Da Vinci Collaborative works with students, families, educators, schools, and school districts across New York to identify educational needs and explore practical supports.

The organization has a strong presence in St. James and Suffolk County on Long Island, as well as the Albany/Latham area.

Assistive technology support may include evaluation, identifying potentially appropriate tools, training, consultation, coaching, and monitoring how the technology is working over time.

Families can also visit Da Vinci Collaborative’s educational support for children and families page to learn about additional services and possible next steps.

Frequently Asked Questions About Assistive Technology Evaluations

What is an assistive technology evaluation for students?

An assistive technology evaluation looks at a student’s needs, the tasks they are trying to complete, the barriers affecting those tasks, and whether particular tools or supports may improve access, participation, or independence.

Does assistive technology always mean a computer or expensive device?

No. Assistive technology can include simple, low-tech supports as well as more advanced digital tools. The appropriate option depends on the individual student’s needs and the task the technology is intended to support.

Does a student need an evaluation before using assistive technology?

Not always. Some assistive technology devices and services can be provided without a separate formal evaluation. An evaluation may be useful when needs are more complex or when the educational team needs additional information to determine which support is appropriate.

Can assistive technology help with reading and writing?

Depending on the student’s needs, technology may support tasks involving reading, writing, organization, accessing digital materials, or communicating information. Examples may include text-to-speech, electronic worksheets, recording tools, and other accessibility supports.

Can an assistive technology evaluation be part of a special education evaluation?

Yes. An assistive technology evaluation may be considered as part of an initial evaluation or reevaluation, or it may be conducted separately when additional information about assistive technology needs would be useful.

Who should be involved in choosing assistive technology for a student?

The process may involve the student, family, educators, specialists, and other members of the educational team. Input from the people who understand the student’s needs and everyday learning environment can help determine whether a tool is practical and useful.

Start With the Student, Not the Technology

The most important part of assistive technology is not the device, software, or app.

It is the student.

Effective assistive technology support begins by understanding what the student needs to do, what is getting in the way, and what type of support may reduce that barrier.

From there, the educational team can identify options, try appropriate tools, provide training, monitor progress, and adjust the plan as the student’s needs change.

If you are unsure whether assistive technology may be appropriate for your child or student, Da Vinci Collaborative can help you explore the need and identify possible next steps.

Contact Da Vinci Collaborative to schedule a 15-minute consultation and discuss your child’s or student’s learning needs.