What this is
The technology and AI dimensions of special-education service delivery — assistive devices and software (AAC, Read&Write, Bookshare, screen readers, speech-to-text), IEP-aligned accommodations during AI use, sped-specific tech vetting and procurement, and the coordination between IT, special education, and curriculum staff that turns assistive tech into a learning advantage rather than a logistical burden. Distinct from general equity audit (1.8): this is the dedicated audit of how the technology ecosystem serves students with IEPs and 504 plans.
Why it matters
Federal law (IDEA) requires the IEP team to consider the assistive technology needs of every child with an IEP (34 CFR §300.324(a)(2)(v); 20 U.S.C. §1414(d)(3)(B)(v)), and to ensure AT devices and services are made available when required for FAPE (34 CFR §300.105). The depth of that consideration matters — it's most effective when AT is treated as ongoing curriculum partnership rather than one-time procurement. AI tools introduce new accommodations whose accuracy varies, making rigorous review more important.
Connects to
IDEA assistive-technology consideration requirements (federal). The Framework: Cognitive & Ethical Foundation — Sustained Attention, Knowledge Building & Retention. Cross-cuts 1.5 (Data Governance — sped data is sensitive), 1.6 (EdTech Vetting — assistive-tech vendors), 1.8 (Equity & Access — students with disabilities are a subgroup), and 2.1 / 2.2 (literacy scopes that need to address sped accommodations explicitly).
Maturity levels
Go deeper with
- CAST — Universal Design for Learning (UDL) principles and resources
- U.S. Department of Education — Office of Special Education Programs (OSEP) assistive technology guidance
- Bookshare and Learning Ally — accessible reading services
- AT Internet Modules (atinternetmodules.org) — free professional development on assistive tech