Assistive technology can remove barriers.
Explore tools that may support reading, writing, spelling, organisation and access to information at school, in higher education, at work and in everyday life.
Different tools support different needs.
Assistive technology can reduce unnecessary barriers to reading, writing, communication and organisation. The most appropriate option will depend on the person, the task, the environment and their individual support needs.
Text-to-Speech
Text-to-speech reads digital text aloud. It may support access to written information, reading comprehension and proofreading at school, during study or in the workplace.
Speech-to-Text
Speech-to-text converts spoken words into written text. It may help a person communicate their ideas when typing, handwriting or spelling creates an unnecessary barrier.
Audiobooks and Digital Texts
Audiobooks and accessible digital texts offer alternative ways to access stories, learning material, workplace documents and other written information.
Spelling and Writing Support
Spellcheckers, grammar support, word-prediction tools and proofreading features may reduce barriers while helping a person communicate their knowledge more clearly.
Digital Note-Taking
Digital note-taking tools can help capture, organise and revisit important information from lessons, lectures, meetings and everyday conversations.
Planning and Organisation
Calendars, reminders, task lists and visual planning tools may support working memory, time management, routines and the completion of multi-step tasks.
Start with the person, not the product.
The newest or most expensive technology is not automatically the most appropriate. Effective support begins with a clear understanding of the person, the barrier they experience and the task they need to complete.
Identify the Actual Barrier
Begin with the task that is difficult. Is the barrier reading, spelling, writing, note-taking, memory, organisation or access to information?
Trial the Technology
Where possible, test the tool before committing to it. A short trial can show whether it is practical, accessible and suited to the person’s everyday needs.
Check the Environment
Confirm that the technology can be used in the relevant classroom, examination, higher-education, workplace or home environment.
Allow Time to Learn
Technology is most effective when the person receives suitable instruction, regular practice and enough time to develop confidence using it.
Review the Outcome
Review whether the tool genuinely improves access, confidence, participation or independence. Adjust the support if it creates new barriers or is not being used.
Ask for Professional Guidance
Where needs are complex, an appropriately qualified professional can help identify suitable support and explain how it should be introduced and reviewed.
RADA provides general information and may direct families and professionals to relevant resources or providers. RADA does not endorse particular commercial products, technologies or suppliers.
Need help finding the right way forward?
Find an appropriately qualified specialist for individual guidance, or contact RADA for general information and direction to relevant support.