Schools across the United States are finding it increasingly difficult to provide assistive technology, which refers to any device or tool that helps a student with a disability access learning. These tools range from speech‑generating devices and specialized software to adaptive seating and simple communication boards.
The Individuals with Disabilities Education Act, known as IDEA, requires schools to provide these supports when a student needs them to receive a free and appropriate public education, often referred to as a FAPE. Even with that legal mandate, many districts are struggling to keep up.
For me, assistive technology has been part of my life since grade school. In fourth grade, I was given a laptop to help with writing, which meant I no longer had to rely on my paraprofessional as much. My peers, however, didn’t understand why I had a laptop when they didn’t. They wanted one too, and their questions made me feel different at a time when all I wanted was to blend in.
In middle school, I was provided with an iPad that made it easier to read books in class and complete writing assignments. Again, my classmates questioned why I couldn’t read a paperback book as they did. I still remember a moment in sixth-grade English class when a peer asked me why I couldn’t read a “normal” book. I felt embarrassed and exposed, even though the device was helping me learn.
High school was a turning point. In my sophomore year, every student received a Chromebook, and suddenly technology didn’t make me stand out. Teachers posted assignments online, and my needs were understood without question.
College has brought new challenges, especially when it comes to accessing materials. I’ve had to send multiple emails to ensure my textbooks are accessible. In 2023, the disability services office refused to give me a notetaker for my remote classes, which made it even harder to keep up academically and added unnecessary stress to a process that was already difficult.
The demand for assistive technology continues to grow as more students are diganosed with disabilities such as autism and speech or language impairments. Their needs are becoming more complex, which means schools must conduct more evaluations and provide more specialized devices.
Many districts do not have enough trained professionals, including speech‑language pathologists and occupational therapists, to complete evaluations quickly. As a result, students often wait far too long before receiving the tools that allow them to participate fully in class. However, in a report released this week, the United States Government Accountability Office, known as the GAO, found that educators face many barriers to following through on this mandate. School staff told government investigators that they know very little about assistive technology.
Teachers often think only of high‑tech devices and overlook simple tools that can be just as effective. Because technology evolves so quickly, school officials said they struggle to stay informed about the latest options.
The GAO also noted other challenges, including staffing shortages, limited opportunities for training, and ongoing funding constraints. In the survey of parent centers, sixty‑seven percent reported to the GAO that families often or always face challenges accessing information to understand which assistive technology might be best for their child, adding another layer of difficulty for those trying to navigate the system.
For this report, government investigators visited eight school districts across four states, interviewed state and regional education agencies, surveyed federally funded centers that provide technical assistance to parents, and spoke with federal education and health officials. Their findings reflect what many families and educators have been experiencing for years: even when schools want to provide assistive technology, the systems around them are not always equipped to support that work.
Funding remains one of the most persistent obstacles. Assistive technology can be expensive, and IDEA does not include dedicated funding for these devices. Districts must piece together budgets from general education funds, special education allocations, and occasional grants. A single speech‑generating device can cost thousands of dollars, and software often requires annual subscriptions. When budgets are tight, delays become almost unavoidable.
Even when schools manage to purchase the right tools, staff training becomes another barrier. Teachers and support staff may not feel confident using the devices, which leads to inconsistent implementation. In some cases, devices sit unused because no one has had time to learn how to integrate them into daily instruction. This undermines the purpose of the technology and leaves students without the support they were promised.
Supply chain issues that began during the COVID‑19 pandemic continue to affect schools as well. Many districts report long waits for equipment repairs, replacement parts, or new devices. For students who rely on assistive technology to communicate or access learning, even a short delay can have a major impact on their academic progress and emotional well‑being.
The human cost of these challenges is significant. When assistive technology is delayed or unavailable, students may fall behind academically, experience frustration, or lose opportunities to participate alongside their peers. Families often find themselves pushing schools to meet their legal obligations, which can strain relationships between parents and districts.
Despite these obstacles, some schools are finding ways to improve access. Districts are forming dedicated assistive technology teams that bring together special educators, therapists, and technology specialists. Others are investing in professional development so teachers feel more confident using the tools.
Many educators are also rediscovering the value of low‑tech solutions, which can be implemented quickly and effectively. Collaboration with families is becoming more common as well. Parents often know which tools work best for their children.
The broader issue is that assistive technology is not optional. It is a civil right under IDEA, and it is essential for ensuring that students with disabilities receive the education they are entitled to. As technology evolves and student needs continue to grow, schools will need stronger funding, better training, and more coordinated systems to keep up. The conversation about assistive technology must shift from treating it as an extra to recognizing it as a fundamental part of an inclusive education system.
Sources:
Heasley, Shaun. “Schools Face Challenges Providing Assistive Technology.” Disability Scoop, Disability Scoop, 30 Jan. 2026, http://www.disabilityscoop.com/2026/01/30/schools-face-challenges-providing-assistive-technology/31836/.