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Helping students with disabilities achieve success in school takes more than strong teaching. It often requires a range of support systems, tools, and services designed to meet individual needs. A powerful tool in this process is assistive technology.
Assistive technology allows students with disabilities to participate more fully in educational activities, communicate more easily, and reach academic goals. But assistive technology doesn’t stand alone—it’s most effective when paired with related services that reinforce its use and fit into the student’s developmental learning journey.
At Swanson Law, PLLC, we’ve seen how the right support can make a lasting difference for children. Our job is to help families in Katy, Texas, know their rights and work through challenges related to special education law, including the use of assistive technology and related services for students with disabilities.
When students face learning challenges, access to assistive technology can help bridge the gap between frustration and progress. These tools support different areas of learning, communication, and physical access depending on the student’s needs.
Assistive technology can include anything from screen readers and speech-to-text software to communication devices and adapted keyboards. Some tools are simple; others are high-tech. But each is selected based on how it supports the student’s developmental learning.
For instance, a student with dyslexia may use text-to-speech software to read assigned materials aloud, helping them stay on pace with classmates. A child with limited motor control might use a voice-activated device to complete written assignments.
As we carefully evaluate the available tools, we must also consider how well each option fits into the student’s educational plan and whether the school is making sure it's being used effectively.
While technology is a powerful piece of the puzzle, related services are just as critical. These are additional supports written into a child’s Individualized Education Program (IEP) to help them benefit from special education.
Related services may include:
Occupational therapy: Helps students improve fine motor skills for writing or using tools
Speech-language services: Support students who have difficulty communicating
Physical therapy: Assists those with mobility issues so they can access classrooms and participate in activities
Counseling or psychological services: Addresses social and emotional challenges that may affect learning
Transportation services: Make sure students can physically attend the school setting suited to their needs
Each of these plays a direct role in supporting a student’s developmental learning. When related services and assistive technology work together, the child is more likely to meet goals outlined in their IEP.
Technology alone doesn’t lead to progress unless it’s used with purpose and consistency. It’s not just about having the right devices—it’s about how they’re used, how often, and whether school staff and service providers are supporting them properly. That’s why strong coordination between educators, therapists, and families is so important.
We often work with families to look at whether assistive technology is being used regularly across school and home environments, whether related services like speech or occupational therapy are being provided as scheduled, and whether students know how to use the tools on their own.
It’s also important to confirm that teachers are trained and comfortable using the technology in their classrooms. When this coordination is in place, students are more likely to benefit. They gain better access to educational material, often participate more fully in class, and begin to build independence.
As a result, we can track progress more accurately and adjust learning goals based on actual outcomes. When all of these pieces come together, students have a much stronger chance of making meaningful academic and developmental gains.
The IEP serves as the roadmap for a student’s educational needs, goals, and services. It outlines what kind of instruction and support the student will receive, including any assistive technology or related services.
Every IEP meeting is a chance for families and schools to review how these supports are working and whether adjustments are needed. If a child’s developmental learning has plateaued, it may signal the need for different tools, more training, or additional services.
During the IEP process, we always recommend that families:
Request clear documentation of assistive tech tools, who’s responsible for training, and how usage will be tracked
Confirm service frequency for occupational therapy, counseling, or other related supports
Ask about data—what’s being measured, and how does it connect to learning goals?
Share observations from home that might help shape services at school
Our firm often helps families review their IEPs to make sure their child’s developmental learning needs are being met and their rights are protected.
Federal and state laws back the rights of students with disabilities to receive an education suited to their needs. Under the Individuals with Disabilities Education Act (IDEA), schools are required to provide assistive technology and related services if they’re necessary for the student to benefit from their education. This includes:
Evaluating the student to determine needs
Including services and tools in the IEP
Monitoring usage and progress
Reviewing and updating support over time
When schools don’t follow through, it affects the child’s developmental learning and may violate their educational rights. Families may be entitled to additional evaluations, outside services, or legal action if necessary.
Our attorney, Jennifer Lynn Swanson, helps families in Katy and the surrounding counties work through disputes with schools related to denied services, improper assessments, or IEP violations. Our goal is to help students receive what they’re legally entitled to.
Despite the strong legal foundation, many students still don’t receive the support they need. There are several common barriers that families may face:
Lack of school training: Staff may not grasp how to use or support assistive technology
Insufficient evaluations: The student’s needs may not have been assessed properly
Service delays: Related services might be scheduled irregularly or missed altogether
Outdated tools: Technology may not be kept current with the student’s learning level
Communication gaps: Parents may not be informed of how tools and services are being used
When these challenges come up, families need to speak up. Sometimes, a simple conversation can correct the issue. Other times, legal support may be needed to prompt action. We help families document problems, communicate with schools, and, if required, pursue dispute resolution options under IDEA.
One of the reasons developmental learning is such a critical concept in special education is that it’s not limited to academic achievement. Learning how to speak, move, write, express feelings, and make decisions all tie into how a student experiences school. That’s why related services and assistive technology must support learning across these different areas. For example:
A student with autism might benefit from both a visual communication app and regular social skills therapy
A student recovering from an injury may need mobility devices and physical therapy to return to class
A child with a speech delay may rely on a communication board while receiving regular speech therapy sessions
The support plan must match not only the disability but also the child’s developmental learning stage and growth potential.
We believe families are a child’s first and most important advocates. When parents learn how assistive technology and related services connect to their child’s education, they’re in a stronger position to offer meaningful support both at home and at school.
Parents must feel confident asking questions during IEP meetings, especially when it comes to the tools and services their child uses. They should also feel comfortable tracking their child’s progress and speaking up if it slows down. If school assessments don’t reflect what they observe at home, parents must seek a second opinion.
When new challenges emerge, they can request updated evaluations. And when a tool or service no longer matches their child’s developmental growth, they shouldn’t hesitate to ask for something better. We often meet families who feel unsure of how to work through school procedures or advocate effectively.
If your child isn’t receiving the assistive technology or related services they need, we can help. At Swanson Law, PLLC, we serve Katy, Texas, and surrounding areas, including Fort Bend County, Harris County, and throughout the state of Texas. Reach out today to protect your child’s educational rights and support their developmental learning from every angle.
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