If you have a child with learning needs, you’ve undoubtedly asked yourself, “Isn’t there some kind of tech that could help them?” Yes, and it’s called assistive technology (AT). For children with physical or learning disabilities, assistive technology (AT) can be a game-changer, whether it takes the form of audiobooks, speech-to-text software, or even a basic timer app.
If your child needs AT to succeed, AT is not merely a “bonus” tool that schools can provide, but a part of their legal right to a Free Appropriate Public Education (FAPE). However, it is not guaranteed that AT will be included in an IEP.
This blog post will guide you through a five-step, parent-friendly process to ensure AT is included in an IEP: evaluate, trial, decide, write it in, train and monitor. We’ll help you feel more knowledgeable and confident, regardless of whether you’re just beginning to investigate AT or prepared to ask for help.
IDEA Statute & Regs
Every IEP team is required by the Individuals with Disabilities Education Act (IDEA) to take into account whether a student needs assistive technology in order to benefit from their education.
- This includes devices and services – such as instruction on how to utilize the AT tool.
- The IEP must include AT if the team determines it is necessary.
Section 504 & ADA Overlap
Your child may still be qualified for AT under a 504 Plan even if they are not eligible for an IEP.
- To guarantee equitable access, schools must provide reasonable accommodations, such as AT, in accordance with Section 504 of the Rehabilitation Act and the Americans with Disabilities Act (ADA).
- Supports such as keyboard access tools, screen readers, and captioning may fall under this category.
Core AT Categories (with Classroom Examples)
For many kids, speech-to-text is a game-changer, but it’s crucial to consider how it fits into the larger scheme of learning aids. The main AT categories, typical tool examples, needs they cover, and how they usually appear in IEPs are broken down here:
| Category | Tool Examples | Need Addressed | Typical IEP Wording |
| Speech-to-Text (Dictation) | Dragon, Google Voice Typing, built-in dictation on Chromebooks | Dysgraphia, fine motor challenges, slow processing speed | Students will use speech-to-text to compose written assignments ≥ 2 paragraphs. |
| Text-to-Speech | Read&Write, Microsoft Immersive Reader, Snap&Read | Reading comprehension, decoding difficulties | …access grade-level texts via TTS with 95% accuracy. |
| Organization & Executive-Function | Co: Writer, graphic organizers, Todoist, myHomework app | ADHD, specific learning disabilities (SLD) | …digital planner with reminders for all homework tasks. |
| Access & Mobility | Eye-gaze devices, switch scanning, adaptive keyboards | Physical impairments, cerebral palsy, mobility limitations | …eye-gaze interface to operate Chromebook across subjects. |
It doesn’t have to be difficult to include assistive technology (AT) like speech-to-text in your child’s IEP. Here is a straightforward explanation of the phases that every parent should be aware of to go from worry to implementation:
1- Document the Educational Barrier
Gathering proof that your child is having difficulties that AT could assist with should be your first step.
- Save examples of your work that demonstrate writing challenges or unfinished assignments.
- Request classroom data or unofficial observations from the teachers.
- Take note of patterns: does your youngster struggle to keep up or avoid writing?
2- Request an AT Consideration Meeting or Insert into Annual IEP
You can ask the IEP team to discuss AT at the annual review or ask for a separate AT meeting. Make it apparent that you would like AT to be formally considered during the IEP process.
3- Formal AT Evaluation
Who Covers the Cost? If AT is being considered as part of FAPE, the evaluation must be funded by the school district.
Who Does the Evaluating? Evaluations are usually carried out by an occupational therapist, speech-language pathologist, or AT specialist.
4- Short-Term Trials & Data Collection
Before making final judgments, schools frequently test tools. Teachers or AT personnel keep an eye on each tool’s functionality and usability on a daily basis.
5- Data-Driven Decision-Making
The IEP team should examine the data gathered after the trial is over.
- Did your child use the tool to finish assignments more on their own?
- Did confidence or accuracy increase?
6- Writing AT Into the IEP
The IEP should include AT in a clear and comprehensive manner. It may appear in several sections of the IEP:
- Current Levels: Explain the obstacle (e.g., written expression difficulties).
- “Speech-to-text for all written assignments” is one example of such accommodation.
- Related Services: Staff or student AT training may be provided.
- Objectives: Incorporate quantifiable results.
- Example Objective: In four out of five trials, the student will use speech-to-text to compose a three-paragraph essay with appropriate structure and minimal adult prompting.
Essential Components to Incorporate:
- Name of the device or software
- Frequency (per subject, everyday)
- Location (at home or at class)
- Duration (length of time spent in each session)
- Needs for teacher and/or student training
7- Procurement & Ownership
- Who is the device’s owner? The AT is typically owned and provided by the district.
- Is It Able to Return Home? Sure, but only if it’s specified in the IEP. Include a sentence that reads, “Students may use a district-issued Chromebook to complete written assignments using speech-to-text on a daily basis.”
Implementation and Staff Training
Successful use of assistive technology (AT), such as speech-to-text tools, requires careful deployment and training after it is included in the IEP. Here are the steps schools should take to guarantee that AT is not only accessible but also beneficial.
Training Plans for Student & Staff
Training is essential to the technology’s efficacy and is not optional.
For Learners:
- The IEP should include a strategy and documentation for AT training.
- A speech therapist, special educator, or AT expert may conduct the sessions.
- Anticipate two to five hours of initial instruction, followed by check-ins to improve or troubleshoot skills.
For Employees:
- Training on how to use the tool and incorporate it into lessons is also necessary for teachers and aides who work with the student.
- Districts may hire outside experts or vendors, or they may use internal professional development sessions.
- Progress checks guarantee that employees are using the tools as intended.
Integration With Curriculum & LMS
AT should not be a stand-alone service, but it should instead be integrated into the student’s education.
- Speech-to-text and other such tools must be accessible during actual assignments, not simply practice.
- Easy access is ensured by integration with the school’s Learning Management System (LMS), such as Google Classroom or Canvas.
- Assignments should be uploaded by teachers in easily readable formats (such as Google Docs as opposed to PDFs).
Maintenance and Tech Support Responsibilities
There are several considerations regarding the maintenance of AT:
- Who looks after the hardware and software?
- Who oversees updates or repairs?
- When a student’s microphone malfunctions or they are unable to log in, who handles the troubleshooting?
- Both employees and students should have access to a support desk system or contact person.
Monitoring Fidelity
Schools should monitor AT use to ensure that it is applied consistently and efficiently. The IEP can be linked to checklists or rubrics to track how the tool is utilized in the classroom. These instruments could consist of:
- Did the speech-to-text feature come up while you were writing?
- Did the student require assistance or did they use the tool on their own?
During IEP reviews or progress reports, fidelity checks must be examined.
Funding Pathways
Cost concerns shouldn’t be a barrier to getting assistive technology (AT) into students’ hands. Thankfully, there are a number of funding options available to families and schools, some of which are completely free.
District Budgets & IDEA Part B
IDEA Part B federal funding is used by school districts to cover the majority of AT devices and services listed in IEPs. The district is legally required to cover AT if it is mentioned in the IEP. This covers equipment (such as a laptop running dictation software), instruction, and upkeep. Despite its limitations, special education budgets are the primary and most direct source of funding.
State AT Act Programs
Each state has an AT Act program that provides low-cost or free access to resources and assistance.
Services could consist of:
- Try speech-to-text technologies with device loan libraries.
- Demonstration Centers: observe real-time tool operation.
- Reusing and recycling gently used equipment that can be utilized for a long time.
In the event that school financing is delayed, these programs are excellent for temporary trials or contingencies.
Medicaid & Insurance
Medicaid or private insurance may provide assistance if an AT device (such as a tablet or speech-generating device) also satisfies a medical need.
- Medical records and a provider’s recommendation are prerequisites for coverage.
- The equipment needs to be recommended and supported as necessary for health or communication.
Important information: the family, not the school, may own the devices acquired in this manner.
Low-Cost/No-Cost Options
Many useful AT tools are free, thus not all of them have high prices.
- Built-in Dictation: Simple speech-to-text capabilities are available on Windows, macOS, iOS, and Android.
- Chrome Extensions: Voice In, Read Write, and Google Voice Typing are just a few of the often used and frequently free tools in schools.
These are ideal for pilot projects or low-budget schools.
Troubleshooting & Dispute Options
Families may encounter obstacles even when it is evident that assistive technology (AT) is necessary. If your request is rejected or not fully implemented, here’s how to react and what you can do to demand equitable support.
When the District Says “We Already Provide” or “Too Expensive”
Schools will occasionally respond to AT requests with words like:
- “The price of that software is too high.”
- “All students already have general support.”
Your answer:
- Consult the evaluation data that demonstrates the barrier that your child faces, such as dysgraphia-related written expression.
- Stress Least Restrictive Environment (LRE): FAPE is required if your child can only access general education using this AT tool.
- Emphasize how customized needs cannot be met by generic tools.
IEE for AT
You can ask for an Independent Educational Evaluation (IEE) at public expense if the school’s evaluation indicates that no AT is required or is not adequately assessed.
- A private AT specialist can complete the IEE.
- Just disagree; you don’t have to prove the school was incorrect.
- To demonstrate that theirs was adequate, the district must either finance it or start the due process.
State Complaint, Mediation, Due Process
You have legal options to contest the school’s decision if informal discussions don’t work:
- State Complaint: Submit a complaint to your state education agency; it will usually be addressed in 60 days.
- A voluntary, less combative meeting with an impartial third party is called mediation.
A due process hearing is a formal court proceeding that frequently involves attorneys and expert witnesses. Mandatory services, reimbursement, or employee training are examples of outcomes.
Compensatory AT & Training
Your child can be entitled to compensatory services if the school postpones or does not use authorized AT.
Among the examples are:
- AT access from the past (such as a Chromebook with dictation software)
- Additional hours of staff or student training
- Reteaching of missed assignments through AT
To support your argument, keep documented records of any delays or unsuccessful implementations.
Future-Proofing: Emerging Speech & AI Tools (2025-2028)
The field of assistive technology (AT), particularly for children who benefit from speech-to-text and related technologies, is quickly evolving. When making plans for the upcoming years, families and educators should be aware of the following.
Real-time captioning, multilingual dictation, predictive text for AAC
Barriers to accessibility are breaking quicker than ever before with new tools:
- In noisy or hectic classrooms, real-time captioning (such as Google Meet or Microsoft Teams auto captions) makes it easier for students to follow along.
- Bilingual students with IEPs or 504 plans will benefit greatly from the new multilingual dictation tools that enable dictation in one language and receive output in another.
- With artificial intelligence (AI), predictive text features for Augmentative and Alternative Communication (AAC) devices are getting smarter, enabling non-verbal students to communicate effectively.
Data privacy & FERPA considerations with cloud-based AI services
As schools implement AI-powered AT tools (such as Microsoft Copilot, Otter.ai, or AI-enhanced dictation), student privacy becomes a major concern.
Under FERPA, districts are required to make sure that these tools do not improperly utilize or store personally identifiable information without the required authorization.
Families should ask:
- Who is the owner of the student’s text or voice data?
- Does the AI supplier adhere to COPPA and FERPA?
- Always request a copy of the district-tech provider data sharing agreement.
Equity watch: bridging the device/internet gap
Only when kids can truly access advanced AT will it be beneficial. Equity is still a crucial problem because of this:
- Students in impoverished or remote districts might not have access to current gadgets or high-speed internet that are necessary for using real-time technologies.
- Access at home is also important since some students can use AT at school but not at home, which can lead to a learning gap.
- Districts must consider loaner programs, mobile hotspots, and offline-capable tools to close this divide.
Parent & Student Action Toolkit
Downloadable AT Feature-Match Checklist
Determine what your child truly needs assistance with before selecting a certain tool.
This checklist assists in matching challenges like these with tools (such as text-to-speech or speech-to-text):
- Writing exhaustion
- Grammar or spelling issues
- Understanding what you read
- Executive role or organization
Use it to demonstrate in detail which characteristics best fulfill your child’s needs during IEP meetings or evaluations.
Email Template
Uncertain about how to request assistive technology support? Use this email example:
“Dear IEP Case Manager/Special Education Director,
For [Student’s Name], I would like to formally request an examination for assistive technology (AT), since they still struggle with [e.g., written expression]. Tell me how to start this process and set up a team meeting, please. I appreciate your help.
This initiates the writing process and establishes the collaborative atmosphere.
Data-Collection Log
Monitoring the tool’s effectiveness is crucial for brief AT trials. Utilize a basic log to document:
- Dates and times spent using the tool
- The quantity of words written using speech-to-text as opposed to not
- Teacher comments regarding completion or clarity
- Students’ assessments of their own comfort and effort
The IEP team can make a data-driven choice with the support of this type of evidence.
List of Free Built-In Dictation Shortcuts
To begin, you don’t need to purchase pricey software! Speech-to-text features are already integrated into a lot of devices. To activate them, follow these steps:
- Windows: To start dictation, press Windows + H.
- macOS: Double-press the Fn (Function) key
- iOS (iPhone/iPad): Press the keyboard’s microphone icon.
- ChromeOS: In the Accessibility options, turn on dictation. Hit Search + D.
Before making official IEP choices, these instruments are excellent for testing AT. To find out how much it helps, let your aruswnr practice at home or in class.
“Can the school restrict AT home use?”
Yes, but not always. The IEP team can and should include AT home use in the plan if the AT is necessary for practicing skills or finishing schoolwork. The needs of the student—not merely district policy—determine this.
What if my child already owns a laptop?
That’s excellent, however, any AT tools required by the IEP must still be provided and supported by the school. The team cannot depend on your child’s device to fulfill their own responsibilities, even if they want to use it.
Does speech-to-text count for standardized tests?
If it is included as a regular accommodation in the 504 Plan or IEP, the answer is typically yes. However, early preparation and documentation are essential because test providers (such as state or college boards) have their own approval requirements.
How often can we revisit AT decisions?
At any moment. Waiting for the annual IEP review is not necessary. You can ask for a meeting to modify the AT plan if your child’s requirements change or a tool stops functioning.
