Describe at least two strategies for integrating assistive technology into instruction.

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Using assistive technology in instruction means choosing and using devices and software so every student can access the material, participate in lessons, and show what they know. The best answer demonstrates concrete tools that support different parts of learning: reading, writing, and communication.

Text-to-speech and speech-to-text tools help with decoding and producing written language. A student can listen to a passage while following along to improve comprehension and fluency, or dictate thoughts to a computer to capture ideas without fighting with handwriting or keyboarding speed. Word processors with spell check reduce barriers in writing, allowing students to focus on ideas while the software catches mistakes. Screen readers expand access for students who rely on audio descriptions of text and images, turning written content into an audible experience. AAC devices support students who have limited or no spoken language, enabling them to participate in discussions, express needs, and engage with lessons.

Putting these tools into regular classroom routines rather than reserving them for tests fosters independence and inclusive participation across subjects. Choose tools that fit the student’s strengths and needs, provide quick training, and integrate supports into everyday activities so students can grow with the technology rather than rely on it only in certain moments. Reminders of what not to do help, too: removing technology, using it only during testing, or sticking to printing misses the chance to make instruction universally accessible and to build ongoing skills.