Request an assistive-technology evaluation in writing

Ask that the evaluation consider tasks, environments, and the student's preferences

Require a trial period with at least two options before selecting

Confirm findings are written into the IEP or 504 plan

Text-to-speech on all devices, including the school-issued laptop

Accessible digital text (EPUB, tagged PDF) rather than scanned images

Audiobook access — Bookshare, Learning Ally, or Libby

Large print, braille, or tactile graphics where needed

Screen magnification, high contrast, and adjustable fonts enabled

Speech-to-text dictation trained on the student's voice

Word prediction and spelling support

Graphic organizers and outlining tools

Adapted keyboard, stylus, pencil grips, or slant board

Permission to type instead of handwrite, in writing

AAC device or app with a current, personalized vocabulary set

Switch access or eye-gaze if motor access is limited

Noise-reducing earmuffs and a defined sensory break plan

Visual schedules and timers

Confirm training for the student, family, and every teacher who uses it

Confirm the device goes home and is covered for repair or replacement

Identify who troubleshoots when it fails mid-year

Review effectiveness at each IEP meeting and adjust

Bookmark the National AEM Center (aem.cast.org) for free guidance