Rethinking “Special” Tools: Accessibility Beyond Eligibility

Photo by Wix

Posted by: Mimi Zimlich, M.S., PPS, UDL/AT Content Lead, Open Access

Recently, I found myself imagining what I would hope to see during a classroom visit.

Students working in different ways while engaging in the same task. For example, one student using voice typing to share ideas, another listening to text read aloud through headphones, and another adjusting their screen settings or using captions to follow along.

Nothing about it would feel unusual. No one would stand out. No one would be using something labeled as “special.”

Students would just be working in ways that support how they learn best. And that image has stayed with me. Because when we hear the term assistive technology, it often brings a very different picture to mind. Something specialized. Something assigned. Something meant for certain students. Something extra.

But what if that idea is actually part of the barrier to access?

It’s Not Just for “Some” Students

Assistive technology has traditionally been tied to eligibility. If a student has an IEP, they may get access to certain tools. If not, those tools often stay out of reach.

But that assumption begins to shift when we realize many of these supports are no longer separate tools at all. They are embedded in the everyday technology used by all learners.

That shift matters, especially when we consider that every classroom is made up of learners with different strengths, needs, and ways of processing information. CAST reminds us that learner variability is the norm, not the exception (CAST, 2018).

When we start from that idea, support looks different. Tools like text-to-speech, speech-to-text, captions, and predictive text are not just accommodations for a few students. They are flexible options that can support learning in many different ways.

So the question starts to shift. Instead of asking who qualifies for a tool, we can start asking who might benefit from having the option.

The Tools Are Already There

Schools often face real system constraints, but another barrier can be the assumption that support must wait for something new, approved, or official before it starts.

In reality, many accessibility features are already built into the platforms students and teachers use every day.

Photo by Wix

For example:

• In Google Workspace, students can use voice typing in Google Docs and captions in Slides.

• On Apple iOS and Mac devices, features like Speak Screen, Dictation, and Magnifier are built in.

• In Microsoft 365, Immersive Reader supports reading, spacing, translation, and comprehension.

• In Google Chrome, built-in accessibility and translation tools help students access content across the web.

These tools do not require a purchase order. They do not require a formal referral process. They are already part of the learning environment.

Try this tomorrow:

• Model voice typing while writing in front of students

• Turn on captions during a video or presentation

• Show students how to use Immersive Reader or read aloud tools

• Invite students to try one built-in feature to support a task

Sometimes access starts with simply making these tools visible.

Photo by Wix

We are also learning more about how broadly these supports are used. Research from Oregon State University Ecampus, summarized by 3Play Media, found that 71 percent of students without hearing difficulties use captions at least some of the time, often to support comprehension and focus (3Play Media, 2016).

This reinforces an important idea. Tools designed for access often end up supporting far more learners than originally intended.

Research from the National Center on Accessible Educational Materials highlights that accessible materials benefit a wide range of learners, not just those with identified disabilities (AEM Center at CAST, n.d.).

An Important Clarification

Recognizing the value of built-in accessibility tools does not replace the important role of assistive technology.

Many students still require individualized tools, thoughtful consideration, and ongoing support through the IEP process in order to access learning and demonstrate what they know. For some learners, built-in features may be a helpful starting point, but they may not be enough.

This is not an either-or conversation.

Built-in accessibility can expand access for many students, while individualized assistive technology remains essential for others. Both matter, and both deserve attention.

From Special to Standard

Holding both of those truths invites an important shift in how we think about support.

When accessibility tools are seen as something only certain students use, they can unintentionally create barriers. Students may feel singled out, or they may avoid using supports even when they would help.

Research shows that perception and stigma influence whether students actually use assistive technology. When tools are associated with being different, students are less likely to use them consistently (Lindsay et al., 2014). At the same time, research on implementation shows that access alone is not enough. How tools are introduced, modeled, and normalized in the learning environment has a direct impact on whether they are used (Scherer, 2005).

In other words, it is not just about having access. It is about how support shows up in daily learning.

When support is only offered to a few students, they can feel like a label. When they are woven into everyday instruction, they become part of how learning happens.

When educators model these tools, make them visible, and offer them to everyone, students are more likely to try them, use them confidently, and continue using them independently.

The focus shifts from standing out to getting what you need to learn.

And that is the goal.

A Small Shift with a Big Impact

Photo by Wix

This does not require a complete shift in practice.

It can start small. Model a tool while teaching. Offer more than one way to complete a task. Give students space to choose what works for them.

Over time, those small moves build something bigger. Students begin to better understand how they learn and feel more confident using supports that work for them.

Final Thought

Maybe the goal is not simply to find the right assistive technology tool for a few students. Maybe the goal is also to recognize that many supports are already in our hands, and to make them visible, available, and normalized for everyone.

Some learners will continue to need individualized assistive technology and intentional planning. Others may benefit from supports already built into the tools they use every day.

Both realities can be true. Because when access is expanded and support is thoughtfully provided, it stops being something extra. It simply becomes part of learning.

References:

AEM Center at CAST. (n.d.). Accessible educational materials and inclusive learning. https://aem.cast.org

CAST. (2018). Universal Design for Learning Guidelines version 2.2. https://udlguidelines.cast.org

Lindsay, S., et al. (2014). Assistive technology use and stigma: A review of the literature. Disability and Rehabilitation.

Oregon State University Ecampus Research Unit & 3Play Media. (2016). Caption usage research study findings. https://www.3playmedia.com/resources/wp-national-research-study/

Scherer, M. J. (2005). Assessing the benefits of assistive technologies for activity and participation. Rehabilitation Psychology.