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Assistive Technology Discussions in IEP Meetings and Their Impact on Student Success

By Madison Eckles


Introduction


Annual Individualized Education Program (IEP) meetings are a time for a student’s IEP team to review a student’s needs, discuss progress, and set goals for the upcoming school year [1]. Although students with disabilities are not required to attend their IEP meetings until age 16 (14 in some states), the Individuals With Disabilities Education Act (IDEA) advises that students should be involved in their meetings “whenever appropriate” [2] [3]. Even with this guidance, many younger students do not attend their IEP meetings [3]. When students are in attendance, just being in the room is not enough. According to a 2014 study by the Office of State Superintendent of Education, these students only spoke 3% of the time during IEP meetings, compared to special education educators (55%), general educators (19%), and family members (16%) [3]. This reflects how frequently students' voices are overlooked and the barriers that students with disabilities face when communicating their needs. The use of Assistive Technology (AT) when used in the IEP meeting process, can help students discuss their strengths, interests, preferences, and needs, ultimately contributing to their educational outcomes.


Ensuring Access and Inclusion


One of the most critical ways that AT is being used in IEP meetings can lead to student success is by ensuring that students can access the curriculum and environment. AT is broadly defined to include both devices and services that can enable one’s functionality in learning and instructional tasks [4]. These tools can range from low-tech tools such as visual schedules and large printed fonts to high-tech tools such as communication boards and mobility devices [5].  IDEA guidelines emphasize that IEP teams must consider whether a student requires AT at every IEP review [2]. When AT is discussed before, during, and after the meetings, IEP teams can help match AT tools to a student’s learning needs and set goals for their use. Preparing for discussing AT can include researching potential AT tools, bringing documentation that supports AT recommendations, and identifying goals that the technology will address. This preparation helps ensure that all parties of the team make informed decisions rather than assumptions about the students' needs. Thoughtful AT planning increases students' access by reducing barriers to participation in instruction and school activities. For example, students with reading difficulties can benefit from accessible digital text features. Another example would be a student with motor challenges who could gain access through adaptive keyboards and touchscreens. These tools allow students to engage fully in classroom activities. 


Amplifying Student Voices and Participation


One of the main arguments across research is that AT supports the student voice. Many students who attend their IEP meetings speak minimally, not because they lack insight, but because they lack the communication and self-determination skills to participate effectively [6]. AT can help bridge this gap by enabling students to communicate in ways that align with their strengths, whether that is through writing, visuals, typing, or speech.


Engaging students with AT within the IEP process encourages more active participation and helps shift the meeting from an adult-driven event to one that is student-centered. IEP teams that include AT conversations and demonstrations of AT tools during the meetings helps all participants understand how specific technologies support the student’s needs. AT discussions during IEP meetings allow students to advocate for the support that matters most to them. This advocacy builds confidence in students and shows them that their perspective is valued. Participation is foundational to inclusion and strengthening both student goals and the support that is necessary [6].


Fostering Self-Determination and Long-Term Success


Self-determination involves behaviors such as self-advocacy, setting goals, decision-making, and self-awareness, all of which help an individual have agency within their own life. These skills not only enhance an individual's current educational outcomes but also support transition to life after high school, such as employment and individual living [7]. Students who contribute to their own IEP planning develop a deeper understanding of their strengths and needs and become better prepared to manage future challenges. When students use AT regularly, they can actively participate in discussions regarding their goals and preferences clearly. IEP teams should explicitly discuss the different types of training and practice students will need to use AT effectively. This ensures that the AT tools are not just listed as something available but are actually integrated meaningfully into the student’s educational life. 


Conclusion 


Meaningful Assistive Technology discussions in IEP meetings are much more than a legal requirement, but are tools designed for education equity, amplifying the voices of students, and enhancing self-determination. When IEP teams integrate AT into annual planning, students with disabilities gain tools that allow them to engage fully in learning and expressing their perspectives. These outcomes align with IDEA’s commitment to individualized and inclusive education and set students up for great success both in school and beyond.



References


[2] U.S. Department of Education. (2024). About IDEA. IDEA; U.S. Department of Education. https://sites.ed.gov/idea/about-idea

[3]Biegun, D., Peterson, Y., McNaught, J., & Sutterfield, C. (2020). Including Student Voice in IEP Meetings Through Use of Assistive Technology. TEACHING Exceptional Children, 52(5), 348–350. https://doi.org/10.1177/0040059920920148

[4] ASSISTIVE TECHNOLOGY AND THE IEP: Resources and Tips for Families, Youth and School Districts Before, During and After the IEP Meeting. (n.d.). https://www.parentcenterhub.org/wp-content/uploads/2024/03/ASSISTIVE-TECHNOLOGY-AND-THE-IEP-Resources-and-Tips-for-Families-Youth-and-School-Districts-Before-During-and-After-the-IEP-Meeting.pdf

[5] Assistive Technology and Your Child’s IEP Present Levels for Preschoolers A PEATC Do You Know… Factsheet for Virginia’s Parents. (n.d.). Retrieved February 2, 2026, from https://peatc.org/wp-content/uploads/2025/04/Assistive-Technology-and-Your-Childs-IEP.pdf

[7] Using Assistive Technology to Address Students’ Individualized Education Program Accommodations | Iowa Reading Research Center - The University of Iowa. (n.d.). Irrc.education.uiowa.edu. https://irrc.education.uiowa.edu/blog/2023/04/using-assistive-technology-address-students-individualized-education-program

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