Sept 2025 Could Assistive Technology Help Your Child?

October 16, 2025

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Preschool boy playing in sand on playground

Once Jalen started preschool, his parents noticed he often played alone in the sandbox, resisted changing activities, and struggled to fit in with classmates. At home, Jalen’s family had seen both strengths and quirks: he met milestones early, but walked on his tiptoes, was particular about food and clothing textures, and spoke unusuallyloudly.

When Jalen’s mother asked his teacher how he was doing, her response was cautious; his social cues seemed out of sync, and impulsiveness was making it hard for him to connect with others. Although there was concern, there wasn’t a clear sense of what to do next.

This is where assistive technology (AT) can make a meaningful difference, whether or not a diagnosis is present. AT can help bridge gaps in language development, sensory stability, confident learning, and social skills. Jalen’s story reflects what many families experience, that AT is rarely introduced early. However, when introduced early, AT can be valuable for providing immediate support while other services or therapies are still being explored and implemented.

What is Assistive Technology (AT)?

Assistive technology is any tool (high-tech or low-tech) that helps children learn, communicate, move, or participate more fully in daily life. This could be as simple as a picture schedule or stress ball, or as advanced as text-to-speech software on a tablet. Typically, AT has been used to support children with disabilities, but it can benefit all learners by enhancing strengths, limiting barriers, and giving them concrete approaches to achievement.

If Jalen had been introduced to AT earlier, noise-canceling headphones during group play or visual timers could have eased transitions from the sandbox to circle time. These tools may not “fix” a developmental difference, but they provide coping mechanisms that empower children and reduce frustration.

Who Does AT Serve?

Traditionally, AT is offered to children with formal diagnoses through an Individualized Education Program (IEP) or a 504 plan. Jalen wasn’t formally evaluated until elementary school, when he received an IEP. His diagnoses included ADHD, Executive Function Deficits, and Specific Learning Disability (SLD), under the Other Health Impaired (OHI) category. This distinction finally opened the door to higher levels of services and support, including AT.

But during his years in preschool and kindergarten, his challenges went largely unaddressed. Bridging this resource gap is where early learning and education program (ELEP) child care providers and school officials can make a vitally important impact. When they understand AT and introduce it early, families don’t have to wait for a full diagnosis to see some progress.

Types of Assistive Technology

AT can look very different depending on a child’s needs. Sometimes it’s a simple intervention, such as a stress ball or picture chart. At other times, it involves advanced digital tools that require training and personalization through multiple trials.

For younger learners: oral stimming tools (items that are safe to chew, like teethers), sensory brushes (used against skin), or fidget toys can help improve regulation and focus. Picture boards, adaptive crayons (made to be easily held), or audio and visual schedules can make routines easier. Additionally, reading rulers and colored overlays that block distractions can help to reduce visual stress when learning to read.

For older learners: AT evaluations often recommend specialized software, devices, or adaptations and training for learners to make sure they know how to use them effectively.

While many families already have access to digital accessibility features, such as speech-to-text, browser and digital device settings for larger text, or dark/light screen adjustments, an AT evaluation is comprehensive. It involves observing the child’s environment and assessing needs to provide a set of specific tools for individualized support; including audio textbooks, text highlighting, pen-sized scanners that read text out loud, and focus features to sustain attention, such as alarms, timers, word prediction or completion and voice recognition.

The variety of AT options has grown in recent years, including free alternatives, those emphasizing ease of use, or task-specific support. Consequently, parents and caregivers should thoroughly research current AT methods and tools and ask questions about whether their school materials are compatible and how specific tools are integrated into the learning environment.

When Jalen was in middle school, it became necessary for his mom to inquire about whether the school had digital textbooks or substitute materials that matched the classroom curriculum, so that his AT tools could be used to support completion his assigned school work.

How AT Helps

The benefits of assistive technology go far beyond convenience. For children like Jalen, AT can:

  • Support sensory needs: Chewable jewelry, stress balls, and weighted lap pads or jackets (used only with age- and size-appropriate safety guidelines) can promote calm and focus.

Remember Jalen playing in the sandbox? Jalen’s family later realized, the gritty texture of the sand soothed his sensory system, showing how the right sensory input can help children self-regulate.

  • Ease communication barriers: Picture schedules, communication support apps, and simple voice recorders, or using sign language to help children express themselves.
  • Boost learning access: Tools like text-to-speech, audiobooks, and adaptive writing tools (pencil grips, slant boards, or speech-to-text software) and note-taking apps let students show what they know.
  • Strengthen social abilities: Consider visual support pictures, such as illustrated charts or cards, social stories, or role-play apps, which can reduce anxiety and create confidence when engaging with peers.

Jalen excelled at reading comprehension; he could listen, understand, and critically analyze better than many of his peers. But ADHD and dyslexia made reading (phonics, sight words, and fluency) exhausting. AT gave him ways to show his advanced thinking skills without being held back by these invisible challenges.

Assistive technology isn’t about labeling children, it’s about expanding their possibilities. Often, AT supports are subtle and may go unnoticed in the classroom, yet make a worthwhile difference. Jalen’s story reminds us that every child has a mix of strengths and challenges. Fortunately, using AT tools best suited for their needs allows those strengths to shine in learning, friendships, and everyday life.

Whether your child or children in your care have a diagnosis or not, exploring assistive technology early can spur children to grow with confidence, resilience, and strong self-esteem.

Finding Support and Services

Federal law guarantees every child access to a Free Appropriate Public Education (FAPE), which includes assistive technology when needed. If you have concerns about your child’s learning or development, you can request an evaluation through your school district or the local early intervention programs in your county. Early learning educators are often the first to notice challenges and can quickly connect families to services.

Please contact CHS’s Resource and Referral Hotline for help with requesting an evaluation or finding assistive technology professional development resources for child care providers.

Disclaimer: The information in this post is provided for educational purposes only and should not be considered medical, therapeutic, or legal advice. Families are encouraged to consult their child’s health care provider, school, or assistive technology specialist for personalized guidance.

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