Enterprise AI Analysis: Education Sciences
Building Capacity with Assistive Technology in Teacher Education
Authors: Alicia M. Drelick and Brent Elder
Journal: Educ. Sci. 2026, 16, 418
Assistive Technology (AT) is legally mandated via the Individuals with Disabilities Ed- ucation Act (IDEA), Section 504, and Every Student Succeeds Act (ESSA), but remains unevenly implemented in K-12 schools, in part due to teachers having limited preparation for selecting and using AT in inclusive classrooms. In this practice-oriented article, we describe how we designed two co-taught courses to systematically embed AT within a special education teacher preparation program. Guided by Disabilities Studies in Education (DSE) and Universal Design for Learning (UDL), we organized instruction around the AT Multi-Tiered Systems of Support (AT-MTSS), positioning service teachers as being respon- sible for various assistive technologies. In this article, we outline course structures and assignments, including accessibility labs grounded in Web Content Accessibility Guidelines (WCAG); structured labs for text-to-speech, speech-to-text, and AAC tools; field-based AT consideration and intervention using the SETT Framework; and an emerging focus on ethical consideration around the use of artificial intelligence (AI) in special education. We describe an emerging co-teaching practice, “One Teach–One Tech" through which we pair methods-based instruction with a real-time model of AT. We argue that the inten- tional embedding of assistive technology in pre-service programs is critical to expanding technology-assisted instruction and realizing the access promised to students under policies (i.e., IDEA, Section 504, and ESSA).
Executive Impact & Key Findings
Our analysis of the research highlights critical areas for improving teacher preparedness and student access to assistive technology, indicating significant potential for systemic educational reform.
0%
Potential Increase in Teacher AT Preparedness
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Projected Improvement in Student AT Access
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Estimated Gain in Instructional Efficiency with AT
Deep Analysis & Enterprise Applications
Select a topic to dive deeper, then explore the specific findings from the research, rebuilt as interactive, enterprise-focused modules.
Foundations for Inclusive Learning
This section explores the theoretical underpinnings guiding effective AT integration in teacher education. It emphasizes how Disability Studies in Education (DSE) reframes disability from a deficit to a social construct, challenging traditional medicalized approaches. By advocating for professional learning that disrupts deficit-based views, DSE aligns with the goal of creating inclusive environments where AT is a right, not an add-on.
Universal Design for Learning (UDL) principles are central, promoting proactive design of learning environments that embrace diversity. UDL encourages multiple means of engagement, representation, and action & expression, directly supporting the use of AT as a flexible tool for all learners. The "One Teach–One Tech" co-teaching model further enhances this by demonstrating real-time AT integration within content instruction.
Integrating Assistive Technologies
Effective AT integration starts with understanding foundational accessibility. This tab delves into the legal definition of AT, emphasizing devices and services mandated by IDEA, Section 504, and ESSA. Crucially, it highlights the importance of Web Content Accessibility Guidelines (WCAG) principles—perceivable, operable, understandable, and robust—as the basis for creating accessible digital materials.
The article also outlines core accessibility skills taught to pre-service teachers, such as using alternative text, ensuring color contrast, and proper document structuring. It covers various AT tools, from text-to-speech and speech-to-text to Augmentative and Alternative Communication (AAC) devices, framing them as everyday options rather than specialized interventions. An emerging focus is also on the ethical use of Artificial Intelligence (AI) in special education, critically evaluating its outputs for bias and promoting self-advocacy.
Navigating Policy and Implementation Challenges
The legal landscape for AT is robust, with IDEA, Section 504, and ESSA creating clear mandates for its consideration and provision. However, despite these policies, AT implementation remains uneven in K-12 schools, largely due to teachers' limited preparation. This gap underscores the need for teacher education programs to build capacity at the pre-service level, ensuring future educators are equipped to select, implement, and monitor AT effectively.
The Assistive Technology Multi-Tiered System of Supports (AT-MTSS) Framework is presented as a practical model for organizing AT delivery, differentiating between universal supports (Tier 0) and highly specialized interventions (Tier 3). This framework positions special education teachers as central to Tier 0 and Tier 1 responsibilities, moving beyond the "referrer" model to active leadership in technology-assisted instruction.
80%
Educators Lack Formal AT Training
A significant finding highlights that more than 80% of general and special educators reported no formal Assistive Technology training during their pre-service programs, indicating a critical gap in teacher preparation (Atanga et al., 2020).
Enterprise Process Flow: Assistive Technology Multi-Tiered System of Supports (AT-MTSS)
The AT-MTSS framework redefines roles for AT delivery, moving from universal accessibility (Tier 0) to highly specialized interventions (Tier 3), clarifying that AT is a responsibility across all educators, not just specialists.
Universal Supports with Technology (All Teachers)
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Common AT Tools (Special Education Teachers)
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Specialized AT (SPED Teachers or AT Professionals)
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Highly Specialized AT (SPED Teacher or AT Professionals with specialized training)
| Feature | Traditional Approach | Integrated Co-Taught Approach |
|---|---|---|
| AT Content Delivery |
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| Teacher Role Perception |
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| Preparation Outcome |
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| Student Access |
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Programmatic Case Study: Rowan University's Co-Taught SPIN/AT
Rowan University's Inclusive Education teacher preparation program has implemented a co-taught, co-requisite model for Specialized Instruction (SPIN) and Assistive Technology (AT) courses since Fall 2020. This innovative 'One Teach–One Tech' strategy aims to systematically embed AT knowledge and skills, ensuring pre-service teachers graduate with the capacity to effectively integrate technology for diverse learners.
Highlights:
- Co-requisite Structure: SPIN and AT courses bundled during student teaching.
- 'One Teach–One Tech' Model: One instructor leads content, the other models AT and accessibility in real-time.
- Hands-on AT Labs: Students explore text-to-speech, speech-to-text, AAC, and accessibility tools.
- Framework Integration: Grounded in DSE, UDL, and AT-MTSS, positioning AT as a rights-based, tiered support.
- Field-Based Application: Assignments include AT consideration using SETT framework and IEP documentation.
Calculate Your AI Implementation ROI
Estimate the potential efficiency gains and cost savings for your educational institution by integrating advanced Assistive Technology and AI-powered tools, based on insights from the latest research.
Annual Cost Savings
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Annual Hours Reclaimed
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Your Assistive Technology Integration Roadmap
A structured approach to embedding AT and AI into teacher education programs and K-12 classrooms, based on the article's insights and best practices.
Phase 1: Foundation & Awareness (1-3 Months)
Establish a core understanding of AT legal mandates (IDEA, Section 504, ESSA) and frameworks (DSE, UDL, AT-MTSS). Conduct initial audits of current AT usage and educator training gaps. Introduce accessibility labs grounded in WCAG principles for all staff.
Phase 2: Capacity Building & Tool Integration (3-6 Months)
Implement "One Teach–One Tech" co-teaching models in teacher preparation. Provide hands-on training for common AT tools (text-to-speech, speech-to-text, organizational apps) and basic AAC. Focus on field-based AT consideration using the SETT Framework and practice IEP documentation.
Phase 3: Advanced Application & Ethical AI (6-12 Months)
Explore specialized AT (Tier 2/3) and advanced AAC. Integrate discussions on ethical AI use in special education, including bias detection and student data protection. Develop strategies for AT to support transition, recreation, and leisure, extending beyond academics.
Phase 4: Sustainment & Programmatic Review (12+ Months)
Establish ongoing professional development and peer coaching for AT. Regularly review AT-MTSS implementation effectiveness and update curriculum based on emerging technologies (e.g., new AI tools). Foster school-wide culture of inclusive, technology-rich instruction.
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