Where Do You Start: The Task or the Tool?
Identify what the student wants to accomplish, where the barrier occurs, and what tools are actually available. A screen reader is useless if files aren't readable, and the right chair needs an accessible path, desk, and restroom.
Involve the student, family, and teacher in the trial; WHO and UNICEF recommendations emphasize the importance of involving users and families in the process of accessing technology.
Why Start With the Least Complex Tool?
Compare more than one option in real situations, and evaluate accuracy, time, effort, and student acceptance. A simple solution may succeed more than an advanced device that needs support that isn't available.
Don't buy the tool before thinking through training, updates, maintenance, storage, and who's responsible for support when it breaks down.
How Do You Measure the Impact of Assistive Technology?
Set an indicator before use, such as the number of words read independently, engagement duration, or the number of tasks completed. Re-measure after a period of stable use.
If no improvement appears, check whether the tool, training, materials, and environment are a good fit. The problem may be in the system of use, not the student.