What if the biggest barrier to inclusion in our classrooms isn’t a lack of expertise or funding – but a lack of awareness of the tools we already have?

Mainstream schools are being asked to become more inclusive than ever before. With reforms to the SEND system and the introduction of Inclusive Mainstream Funding (IMF) placing greater expectation on mainstream provision, the challenge can feel significant. But what if part of the solution is already sitting on every staff and pupil device?

At the heart of this shift sits a key question: how do we remove barriers to learning in a way that is effective, sustainable, and manageable for teachers?

Increasingly, the answer lies in something many schools are already using every day: assistive technology.

The growing national focus on assistive technology

An affordable, effective route to inclusion in mainstream classrooms

Assistive technology is not a new concept, but its role in mainstream education is evolving rapidly. Recent government initiatives have highlighted its importance, with investment in pilot programmes designed to help schools trial tools such as dictation software, reading support, and communication devices. (gov.uk)

The evidence is compelling. Where assistive technology is used effectively, staff report improved pupil confidence and engagement, with the majority seeing a positive impact on behaviour and learning. (gov.uk)

At its simplest level, assistive technology is about giving pupils alternative ways to access learning and show understanding. It does not replace good teaching; rather, it enhances it.

Why assistive technology matters in the mainstream classroom

For many pupils with SEND, the barrier is not their ability to think, understand, or contribute – it is the way learning is presented, or the way they are expected to record their ideas.

A child with dyslexia may have rich knowledge but struggle to decode text.

A pupil with motor difficulties may know exactly what they want to say but cannot write it down.

A child learning English with Developmental Language Disorder may struggle with vocabulary and sequencing.

Assistive technology addresses these barriers directly.

It enables:

• Access to learning through text-to-speech, predictive text, speech-to-text and visual supports
  
  
• Expression of ideas through speech-to-text and alternative recording methods – even using the Headings ribbon allows for easy navigation of the page
  
  
• Independence, reducing reliance on adult support
  
  
• Confidence, as pupils can succeed alongside their peers

As one often-quoted idea puts it: for some learners, technology doesn’t just make things easier – it makes things possible. Importantly, it helps many and harms none.

Built-in tools: powerful, practical, and often free

One of the most important messages for schools is this: you do not need expensive specialist software to begin using assistive technology effectively.

If your school uses Microsoft 365, you already have access to a wide range of inclusive tools. Features such as Immersive Reader, Dictation, and Picture Dictionary are designed to support diverse learning needs, including literacy, language, and accessibility challenges. (learn.microsoft.com)

Immersive Reader

Immersive Reader is a powerful yet simple tool that can:

• Read text aloud while highlighting each word (bi-modal reading)
  
  
• Change text size, spacing, and fonts
  
  
• Adjust background colour to reduce visual stress
  
  
• Break words into syllables and highlights grammar functions
  
  
• Translate text into multiple languages (for pupils who have SEND and/or an additional language)

These small adjustments can significantly improve reading comprehension and reduce cognitive load, particularly for pupils with dyslexia or attention difficulties. (itsystems.ie)

Dictation

Dictation enables pupils to speak and see their words appear on the screen. For pupils who struggle with writing, this can be transformational. It allows them to:

• Capture ideas quickly
  
  
• Focus on content rather than spelling
  
  
• Develop confidence as writers

By removing the physical and cognitive barriers of writing, dictation enables pupils to show what they truly know.

Reading Coach

A new feature within Immersive Reader, Reading Coach, offers structured reading practice. It’s fun too – giving immediate feedback through an avatar of their choice. Pupils can read aloud and receive immediate, personalised feedback, helping them to build fluency and track progress over time. (blogs.lcps.org)

Translation and visual supports

Translation tools can support pupils who are new to English and/or have SEND, while picture dictionaries and visual aids help make meaning more accessible for a wide range of learners.

Together, these tools create a flexible, responsive learning environment where pupils can adapt their experience to suit their needs.

What about Google Schools?

While I work most often with Microsoft tools, it is important to acknowledge that Google schools also have excellent accessibility features. Many practitioners report strong functionality within Google’s ecosystem, particularly around speech-to-text and browser extensions.

The key message is not which platform you use, but how effectively you enable staff and pupils to use the tools available to them.

Beyond built-in tools: extending support

For schools that have access to added software such as Clicker, there are even more opportunities to support pupils. Tools like Clicker can:

• Provide sentence scaffolding
  
  
• Support early writing and communication
  
  
• Reduce cognitive load for pupils with complex needs

These tools can be particularly valuable in supporting pupils with more significant learning differences, while still aligning with a whole-class approach to inclusion. Some extra features which can support teachers are:

• LearningGrids (the Twinkl of assistive technology) - you can choose from thousands of ready-made curriculum resources and, if they’re not quite right, edit them to suit your needs.

• Spelling analysis – you can analyse the spelling errors pupils make in Clicker Analytics following a written piece of work.

• Create Word Banks which can either be used on the platform or printed to have paper-based resources.

• Widgit Symbols (my visual tool of choice) are now included in Clicker for free and can be used for visual timetables, Now and Next, writing scaffolds or, anything you need for visual support as children work.

The real benefit: simplicity for teachers

One of the greatest strengths of assistive technology is not just what it does for pupils, but how accessible it is for teachers.

There is often a belief that supporting pupils with SEND requires highly specialised, time-consuming interventions. In reality, small, consistent changes can make a significant difference.

Assistive technology:

• Integrates into everyday classroom practice
  
  
• Requires minimal preparation once understood
  
  
• Can be used by all pupils, reducing stigma
  
  
• Supports adaptive teaching without increasing workload

This aligns closely with the direction of travel in the SEND reforms: inclusive practice that helps all learners, not just a few.

My own journey with assistive technology

This is an area I am particularly passionate about. Recently, I had the opportunity to share a talk on assistive technology at the Schools and Academies Show, exploring how simple tools can have a powerful impact in a mainstream, inclusive classroom.

I have also written a lot about the subject over the years. The Chartered College of Teaching’s Impact magazine on how assistive technology can help remove barriers to learning, and I contributed to their Future Learn course on this topic.

Across all this work, one message stays consistent: assistive technology works best when it is embedded, not bolted on.

Looking ahead: inclusion that is achievable

As schools develop their Inclusion Strategies in response to national policy, it can sometimes feel like a significant challenge. However, assistive technology offers a practical and affordable starting point.

It allows schools to:

• Build inclusive classrooms without large financial investment
  
  
• Empower teachers with simple, effective strategies
  
  
• Support a wide range of needs within everyday teaching
  
  
• Enable pupils to learn, take part, and succeed alongside their peers
  

Inclusion does not come from creating entirely new systems. It comes from removing the barriers that should never have been there in the first place.

Assistive technology gives us a way to do that - not in theory, but in every lesson, every classroom, every day.

The opportunity now is not simply to adopt these tools, but to normalise them.

Because when we do, we move from supporting “some” pupils to designing classrooms where all pupils can thrive.

About Jules Daulby