What is assistive technology? Meaning and use in FE learning

Assistive technology covers a wide range of tools. Some are specialist and expensive. Many are built into ordinary devices and already free.

What counts as assistive technology?

Assistive technology is a broad term with no single legal definition. It includes screen readers and magnifiers for people with visual impairments, speech recognition and dictation, text-to-speech and reading tools for people with dyslexia, mind-mapping and planning software, hearing loops and captioning, alternative keyboards and switches for physical access, and communication aids. Operating systems offer built-in features such as captions, text size, colour filters and voice control.

Under the Equality Act 2010, the third reasonable adjustments requirement is to take reasonable steps to provide an auxiliary aid or service where, without it, a disabled person would be at a substantial disadvantage. Assistive technology is a common form of auxiliary aid. Digital tools only work well if the content and systems are themselves accessible: see WCAG.

How does assistive technology apply in FE and apprenticeships?

In college, assistive technology may be provided by the learning support team and funded from the college’s support budget or, for learners with an EHCP, as part of agreed provision. The key practice points are to ask the learner what they already use, to trial tools before buying, to train the learner and staff, and to make sure the tool works on college systems and in exams. For exams, check access arrangements rules, which govern the use of devices such as word processors.

For apprentices, responsibility splits. The employer covers workplace adjustments, and Access to Work may help with equipment. Providers can address training and assessment needs. A plan should say who provides, who maintains and who owns the item, and what happens to it at the end of the programme.

Read more in our guides on accessible teaching materials and WCAG 2.2 for education software.

What is a common misconception about assistive technology?

The biggest misconception is that giving a learner a device solves the problem. Without training, time to practise, compatible materials and a review, tools are often unused. A second is that it is only for learners with an identified disability. Many learners benefit from reading tools or dictation, and universal design reduces the need for individual adaptations. A third is that technology replaces human support. For many learners it complements it.

Where can you find the official source?

Section 20 of the Equality Act 2010 sets out the duty to provide auxiliary aids, and gov.uk explains Access to Work. The W3C’s Web Accessibility Initiative publishes guidance on how people with disabilities use the web with assistive technology. Always check current rules for funding of equipment in your learner’s context.