There are many misconceptions about young children using assistive technology (AT). 

• Myth #1: Infants and toddlers are too young to use or be considered for AT.
• Myth #2: Using AT means “giving up” on the young learner’s potential for progress.
• Myth #3: Parents are uninterested in or incapable of making decisions about AT.

Watch this video to debunk these myths and hear more information about how assistive technology can help young children with disabilities improve or develop skills such as:

• Social skills (ex: sharing, taking turns

• Communication skills

• Attention 

• Fine and gross motor skills

While the benefits of assistive technology can be used to meet the academic needs of learners with disabilities, AT can also contribute to the social needs of learners in activities outside of the typical school day. Participation in extracurricular activities can positively impact a learner’s feeling of acceptance and inclusion in their school or community. 

Watch this video to learn how AT can assist school aged learners in the areas of:

• Athletics

• Clubs 

• Music (ex: band)

• Theater

For examples of how AT can assist in the areas of reading, writing, executive functioning, and communicating, see Stop 6 of this AT Journey.

As a learner transitions from childhood to adulthood, their educational focus shifts to employability, independent living, and postsecondary education or training. One section of the IEP, the postsecondary transition section, focuses on the supports a learner may need as they reach the end of the K-12 educational journey. Ultimately, AT can help learners with disabilities become more independent in their adult lives. 

Watch this video to learn more about how AT can benefit the older school-aged and adult learners at school, home, and in the workplace.