The best examples of assistive technology lesson plans for special education

Real-world examples of assistive technology lesson plans for special education

Let’s start where teachers actually need help: What does this look like in a real lesson? Below are several real examples of assistive technology lesson plans for special education classrooms, written in everyday language.

You can mix, match, and adapt these. The goal isn’t perfection; it’s progress and access.

Example 1: Speech-to-text for writing paragraphs

Student profile: Middle school student with dysgraphia and ADHD who has strong verbal skills but avoids writing.

Tool: Built-in speech-to-text on a Chromebook or tablet (for example, Google Docs voice typing or Microsoft Dictate).

Lesson focus: Writing a 5–7 sentence paragraph using assistive technology.

How the lesson runs:

You start with a short mini-lesson on paragraph structure using a graphic organizer. The class brainstorms a topic together, like “The best field trip we could take.” The student using speech-to-text fills in the organizer with support, then opens a document and practices speaking one sentence at a time.

You coach them to:

• Speak punctuation out loud ("period,” “question mark").
• Pause and check each sentence on the screen.
• Use the underlined words as a cue to edit.

The rest of the class might be typing or handwriting, but everyone is working toward the same writing standard. This is a concrete example of assistive technology lesson plans for special education that keeps expectations high while changing the way the student accesses the task.

Data idea: Count the number of complete sentences written with and without speech-to-text over several weeks.

Example 2: AAC device for turn-taking conversations

Student profile: Elementary student who is nonverbal and uses a speech-generating device (SGD) or AAC app.

Tool: Dedicated AAC device or app like Proloquo2Go, LAMP Words for Life, or TouchChat.

Lesson focus: Initiating and responding in a simple conversation during morning meeting.

How the lesson runs:

During morning circle, you build in a structured conversation routine. You pre-program or locate phrases on the AAC system such as:

• “Good morning, [name].”
• “How are you?”
• “I feel happy/sad/tired/excited.”

The student practices:

• Locating the greeting.
• Waiting for a peer’s turn.
• Responding with a feeling word.

Peers are coached to wait patiently and respond naturally. This is one of the best examples of assistive technology lesson plans for special education because it blends social skills, communication, and device navigation in a real context instead of isolated drill.

Data idea: Track how many times the student independently initiates or responds during the routine each week.

For solid guidance on AAC and communication goals, teachers often use resources from ASHA (American Speech-Language-Hearing Association): https://www.asha.org

Example 3: Switch-access science exploration

Student profile: Upper elementary student with limited mobility who uses a single switch to access the computer.

Tool: Single switch interface with a switch-accessible science simulation or cause-and-effect software.

Lesson focus: Participating in a science investigation using switch access.

How the lesson runs:

The class is exploring plant growth. While some students are using a simulation with a mouse or trackpad, the switch user accesses a similar activity where they can:

• Press the switch to “water” a plant.
• Press again to “add sunlight.”
• Watch the plant change over time.

You narrate and prompt: “Press to water. What do you notice about the plant now?” The student might respond verbally, with eye gaze, or using a communication board.

This is a powerful example of assistive technology lesson plans for special education because the goal (understanding plant needs) is the same, but the pathway is adapted so the student can actively participate rather than just watch.

Data idea: Record the number of independent switch activations and the student’s ability to identify what plants need (water, light, soil).

Example 4: Screen reader and audiobooks for reading comprehension

Student profile: High school student with dyslexia who reads significantly below grade level but understands complex ideas when listening.

Tool: Screen reader and/or accessible ebooks and audiobooks (for example, Bookshare, Learning Ally, or built-in text-to-speech).

Lesson focus: Analyzing character motivation in a short story.

How the lesson runs:

The whole class is reading the same story, but this student accesses it through a screen reader or audiobook. Before listening, you preview key vocabulary and show how to:

• Start and pause the audio.
• Rewind 15–30 seconds.
• Take quick notes in a digital document or on a graphic organizer.

After listening, the student answers the same comprehension questions as peers, maybe with sentence starters or a word bank. This is one of the best examples of assistive technology lesson plans for special education because it separates decoding from comprehension and lets the student show what they actually know.

Data idea: Compare comprehension scores with and without text-to-speech support over a grading period.

For more on accessible educational materials and reading supports, see the National Center on Accessible Educational Materials: https://aem.cast.org

Example 5: Visual schedule and timer for task initiation

Student profile: Autistic student in early elementary who struggles with transitions and starting tasks.

Tool: Visual schedule app or digital schedule on a tablet, plus a visual timer.

Lesson focus: Following a simple work routine independently.

How the lesson runs:

You build a digital visual schedule with clear icons: “First: Math warm-up,” “Next: Reading center,” “Then: Break.” A visual timer counts down each segment.

At the start of the lesson, you review the schedule and ask the student to tap or swipe to the first activity. The student:

• Checks the schedule.
• Starts the task when the timer begins.
• Marks the task as done when finished.

This is a practical example of assistive technology lesson plans for special education that supports executive functioning, not just behavior. It can be used in general education classrooms as well.

Data idea: Track how many prompts are needed to start each activity and aim to fade adult prompts over time.

The CDC provides helpful overviews on autism and classroom support strategies: https://www.cdc.gov/ncbddd/autism/index.html

Example 6: Word prediction and spelling support for written expression

Student profile: Upper elementary student with learning disabilities in written expression and spelling.

Tool: Word prediction software or built-in tools like Microsoft Editor, Google predictive text, or dedicated AT tools.

Lesson focus: Writing a short opinion piece with reduced spelling barriers.

How the lesson runs:

You introduce a simple opinion prompt: “School uniforms are a good idea / not a good idea.” The student opens a document with word prediction enabled. You model how to:

• Type the first few letters of a word.
• Choose from the predicted word list.
• Use spellcheck at the end instead of stopping for every red underline.

The class is writing the same type of piece, but this student’s tool keeps them from getting stuck on spelling. This is another example of assistive technology lesson plans for special education that targets grade-level writing standards while building independence.

Data idea: Measure total words written and number of spelling errors with and without word prediction.

Example 7: Tablet-based social stories and video modeling

Student profile: Student with social communication challenges who needs support learning classroom routines and social expectations.

Tool: Tablet with social story apps or simple slideshow, plus short video clips (video modeling).

Lesson focus: Learning and practicing a specific routine, such as group work or lining up.

How the lesson runs:

Before a challenging routine, the student reviews a digital social story that includes:

• Simple text and pictures or photos of the actual classroom.
• Clear steps: “First, I listen. Then, I raise my hand.”
• Positive outcomes: “When I wait, others can share too.”

You might add a short video of a peer demonstrating the routine. The student watches, then immediately practices the routine in real time.

This is a practical example of assistive technology lesson plans for special education that blends visual supports, technology, and real-life practice.

Data idea: Use a checklist of routine steps and track how many the student completes independently over time.

Example 8: On-screen keyboard and access tools for math

Student profile: Student with fine motor difficulties who cannot write legibly but understands math concepts.

Tool: On-screen keyboard, alternative mouse or touch access, and digital math worksheets or apps.

Lesson focus: Solving multi-step math problems independently.

How the lesson runs:

Instead of a paper worksheet, the student opens a digital version with large text fields. They use an on-screen keyboard or adapted mouse to:

• Enter numbers.
• Show work using a digital drawing tool or equation editor.
• Check answers with built-in supports (if appropriate).

The academic target is the same as peers—solving the math problem. The assistive technology simply removes the handwriting barrier. This is yet another example of assistive technology lesson plans for special education that keeps rigor while adapting access.

Data idea: Compare accuracy and completion rate on paper vs. digital formats.

How to design your own assistive technology lesson plans

Once you’ve seen several examples of assistive technology lesson plans for special education, it becomes easier to build your own. A simple way to think about it is:

• Start with the standard or IEP goal.
• Ask, “What’s blocking this student?” (reading, writing, motor, attention, communication, sensory?).
• Match a tool to the barrier.
• Plan a routine where the tool is used consistently.
• Decide how you’ll measure progress.

For instance, if the goal is “answer WH- questions about a text,” your barrier might be decoding, and your tool might be text-to-speech. If the goal is “participate in group discussions,” your barrier might be expressive language, and your tool might be an AAC device with quick-access phrases.

The best examples include:

• Clear, observable objectives.
• A specific tool and how it will be used.
• A way to fade adult support over time.
• Data collection that fits naturally into the lesson.

For guidance on assistive technology frameworks and legal considerations, the Center on Technology and Disability (archived) and the National Center on Accessible Educational Materials are helpful starting points: https://aem.cast.org

2024–2025 trends shaping assistive technology lesson plans

When you look at recent research and guidance from organizations like CAST, ASHA, and university AT centers, a few trends stand out that can shape how you create examples of assistive technology lesson plans for special education today:

More built-in tools, fewer separate devices.
Chromebooks, iPads, and mainstream software now include many features that used to require specialized AT: text-to-speech, speech-to-text, word prediction, dictation, and magnification. Lesson plans increasingly focus on teaching students to use these built-in supports effectively.

Universal Design for Learning (UDL).
Instead of reserving assistive tech for a few students, many teachers are building lessons where options like audio, visuals, and alternative response modes are available to everyone. Your special education students may still have individualized tools, but they’re not singled out.

Data-informed AT decisions.
Districts and IEP teams are paying more attention to whether assistive technology is actually improving access and outcomes. That means your lesson plans should include simple, trackable measures—like the examples above—so you can show what’s working.

Stronger focus on student voice and self-advocacy.
Lessons now often include teaching students how to explain their tools, ask for them, and troubleshoot. For example, part of a writing lesson might be, “Explain to your teacher why you need speech-to-text today.” This builds independence for transition to middle school, high school, and beyond.

For broader context on disabilities, learning, and long-term outcomes, the National Institutes of Health (NIH) offers research summaries: https://www.nih.gov

FAQ: Real examples of assistive technology lesson plans for special education

Q: Can you give a quick example of using assistive technology in a reading lesson?
Yes. One simple example of a reading lesson is using text-to-speech for a shared article. Students listen with headphones while following along on screen. Afterward, they answer comprehension questions in a digital form using word prediction. The reading standard stays the same; the assistive technology supports decoding and writing.

Q: How many different tools should I use in one lesson?
Usually, fewer is better. Most of the best examples of assistive technology lesson plans for special education focus on one or two tools used well and consistently, rather than many tools used once. The priority is that students understand how and when to use their support.

Q: Do assistive technology lesson plans have to be separate from general education plans?
Not necessarily. Many strong examples of assistive technology lesson plans for special education are actually co-planned with general education teachers. The content and goals match the class; the access methods, tools, and supports are individualized.

Q: What are some easy-to-start tools for new teachers?
Built-in tools are a good entry point: text-to-speech, speech-to-text, visual schedules, timers, and simple AAC boards. These can quickly become part of everyday routines. As you gain confidence, you can add more specialized tools based on student needs.

Q: How do I know if my assistive technology lesson plan is working?
Look for two things: student engagement and data. Are students more willing to attempt the task? Are they completing more work, communicating more often, or showing better comprehension? Track one or two simple data points over time—like number of words written, number of switch activations, or number of independent AAC messages—and adjust the plan as needed.

The bottom line: when you think in terms of barrier → tool → routine → data, it becomes much easier to design your own examples of assistive technology lesson plans for special education. Start small, pick one or two students, and build from there. Every successful routine you create becomes another real example you can share with your team—and another way your students get the access they deserve.