How HLP 19 can transform inclusive education and assistive technology teams
Schools across the country are experiencing a growing push toward inclusive education for students with disabilities, making today’s classrooms more diverse than ever before. According to the National Center for Education Statistics (2024), 67% of students with disabilities spend 80% or more of their school day in general education classes. Current research suggests the need for data-informed, flexible instruction that provides targeted support for a wide range of learners in inclusive settings, including students with disabilities, English Learners, and students experiencing learning difficulties (DeCoste & Bowser, 2020). Assistive technology (AT) plays a critical role in promoting access and inclusion for students with disabilities. Many school divisions have established assistive technology teams to address the growing AT needs of their student populations. The literature on inclusive education suggests that universal access to instructional technology supports students with disabilities who require AT. For this reason, many assistive technology teams are shifting their approach from a referral-based, expert-service model to capacity-building approaches that support inclusive educators in embedding assistive technology through a Universal Design for Learning (UDL) framework (DeCoste & Bowser, 2020). This approach, referred to as high-leverage practice (HLP) 19, ensures that all students have access to instructional and assistive technologies that promote learning, engagement, and independence (Aceves & Kennedy, 2024).
Rose et al. (2005) refer to UDL and AT as complementary frameworks that address the diverse learning needs of all students. Under HLP 19, all students have access to instructional technologies that promote choice in learning opportunities, while students with disabilities have access to the AT that they require. McCann and Wright (2023) describe assistive technology as a critical component of universal design for learning, noting that AT serves as a bridge between individual student needs and flexible learning options that all students can access within UDL environments. Wook and Rao (2019) recommend that educators apply the principles of UDL to engineer learning activities that allow all students to explore AT features. When all students are able to use instructional technology that serves as assistive technology for students with disabilities, it becomes less stigmatizing and leads to more consistent use for all students.
Emerging technologies, such as artificial intelligence, are further enhancing the effectiveness of assistive devices by improving accessibility features, including screen readers, magnifiers, and voice control (Stone, 2026). As a result, AT is becoming more responsive and personalized for diverse learners. Despite these advancements in AT, challenges persist in promoting widespread implementation of HLP 19, such as misconceptions about who benefits from AT and limited teacher technology training. Assistive technology teams can address these obstacles by supporting capacity-building efforts through professional development and coaching for all educators. AT teams should focus on training educators to 1) incorporate instructional technology to facilitate learning for all students; and 2) embed assistive technology within daily instruction for students with disabilities. By strengthening teacher capacity and embedding assistive technology within a UDL framework, schools can ensure it is used effectively to promote access, engagement, and learning outcomes for all students.
For assistance with developing a division AT team or expanding your team to include the UDL approach, please contact an AT Network member or your local Training and Technical Assistance Center (T/TAC) through this link.
References
DeCoste, D.C., Bowser, G.M. (2020). The evolving landscape of assistive technology in K-12 Settings. Assistive Technology Outcomes and Benefits, 14, 94-110.
Rose, D., Hasselbring, T.S., Stahl, S., & Zabala, J. (2005). Assistive technology and universal design for learning: Two sides of the same coin. Handbook of Special Education Technology Research and Practice, 507-518.
Link to Stone, A. (2026). AI assistive technology improves inclusion in K-12 environments. EdTech Magazine.
Wook Ok, M., & Rao, K. (2019). Digital tools for the inclusive classroom: Google Chrome as assistive and instructional technology. Journal of Special Education Technology, 34(3), 204-211.
For more information, contact Kayla Malaney ([email protected]), Program Specialist, T/TAC at VCU.