How to Request an Assistive Technology Evaluation at School

Parents often notice a gap before schools do. Maybe your child understands the lesson but cannot show it on paper. Maybe speech is hard to understand, reading is exhausting, or writing takes so long that assignments never get finished. When a tool could remove a barrier, an assistive technology evaluation can help identify what supports your child needs to access learning.

If you are unsure where to start, you are not alone. School teams may use different terms, different forms and different timelines depending on your district. The good news is that parents can request an evaluation, and federal disability laws give families important protections.

This guide explains how to request an assistive technology evaluation, what the school should consider, what to do if you disagree and how to plan for what happens next.

Understanding Assistive Technology Evaluation

Assistive technology, often called AT, is any tool or service that helps a student with a disability do tasks that might otherwise be difficult or impossible. AT can be “low-tech,” like pencil grips or graphic organizers, or “high-tech,” like text-to-speech software, speech-to-text, communication devices, or adaptive keyboards.

An assistive technology evaluation is a structured process to figure out which tools, settings and services may help your child meet educational goals. It should look at your child’s strengths and needs, the tasks they must do in school and the environments where they work, including the classroom, home for homework and online learning platforms.

Legal and policy context matters here:

• IDEA (Individuals with Disabilities Education Act): If your child has an IEP, the IEP team must consider whether the child needs assistive technology devices and services. AT can be included as special education, related services, supplementary aids and services, or accommodations, depending on the need.
• Section 504 of the Rehabilitation Act: If your child has a 504 plan, AT may be provided as an accommodation to ensure equal access.
• FAPE (Free Appropriate Public Education): Under both IDEA and Section 504, schools must provide supports needed for access, at no cost to families, when the supports are required for the child to receive FAPE.

In practice, an assistive technology evaluation should answer: What is the educational problem we are trying to solve, what tools could help and what training and follow-up are needed so the tools actually work day to day?

Recognizing the Signs or When to Be Concerned

Many families first ask about AT when they see effort without progress. A student may be bright and motivated but stuck because the format of schoolwork is a poor match for their disability.

Common signs your child may benefit from an assistive technology evaluation include:

• Work quality drops when tasks require writing, spelling, reading aloud, or sustained attention
• Assignments take far longer than expected, even with help
• Your child avoids certain tasks, melts down during homework, or complains of fatigue
• Teachers report your child knows the material but cannot demonstrate it
• Your child’s independence is limited, even when they understand directions
• Communication needs are not being met, including difficulty expressing wants, needs, or academic ideas

Age-by-age examples

• Preschool and early elementary: Trouble being understood, difficulty holding crayons, limited ability to participate in group activities, cannot follow along with picture schedules
• Upper elementary: Writing is slow and painful, reading demands outpace decoding or fluency, trouble organizing multi-step tasks, frequent incomplete work
• Middle and high school: Note-taking breaks down, long reading assignments cause shutdowns, essays are impossible to start, tests do not reflect knowledge, executive functioning challenges block independent work

Red flags that deserve faster action

• Your child is falling behind despite interventions
• Behavior issues increase during writing, reading, or communication tasks
• Grades do not match verbal understanding
• Your child is excluded from activities because they cannot access materials
• You keep being told to “wait and see” while your child struggles

If these patterns sound familiar, it is reasonable to request an assistive technology evaluation rather than guessing at tools one by one.

The Research or Science Behind It

Assistive technology works best when it matches the barrier, not the label. For example, dysgraphia affects the brain systems involved in planning and executing writing. ADHD can affect working memory and task initiation. Autism may affect communication and sensory processing. When schools rely only on effort and practice, students can hit a ceiling, especially as academic demands increase.

Research on accommodations and AT consistently shows a key point: access changes outcomes when students can engage in grade-level content. Tools like text-to-speech can reduce decoding load so comprehension can improve. Speech-to-text can help students express complex ideas without being blocked by handwriting or spelling. AAC (augmentative and alternative communication) can support language, participation and social connection, not just requesting basic needs.

Timing also matters. When children practice skills for years using methods that do not work for their learning profile, frustration builds. That can affect confidence, school attendance and mental health. An assistive technology evaluation can reduce the daily “cost” of learning, giving students more energy for real instruction and growth.

The strongest AT plans also include training and follow-up. A device without instruction is like a textbook in a language a child cannot read. Implementation is part of the science: students need coaching, teachers need support and the team needs data to see whether the tool improves access.

How to Access Support or Take Action

You do not need special wording to request help, but it is important to make the request in writing so timelines and responsibilities are clear.

Step-by-step: how to request an assistive technology evaluation

1. Gather quick evidence of the barrier.
   Collect a few work samples, teacher notes, homework logs, or screenshots showing where the breakdown happens. Focus on the pattern: “Writing takes 90 minutes and is incomplete,” not “My child hates writing.”
2. Send a written request to the right people.
   Email the principal, special education case manager or 504 coordinator and your child’s teacher. State that you are requesting an assistive technology evaluation to determine devices and services needed for access to education.
3. Name the tasks you want evaluated.
   Examples: written expression, reading access, note-taking, communication, math calculation, organization, sensory access, participation in class discussions.
4. Ask how the school will proceed and what consent is needed.
   Under IDEA, evaluations generally require your written consent. Under 504, districts often have consent procedures as well. Ask for the district’s evaluation plan, not just a meeting.
5. Request a team meeting to review results.
   Ask that the results be reviewed in an IEP or 504 meeting and that decisions be documented in the plan.
6. Ask about trials and data.
   Strong AT decisions often involve tool trials across settings. Ask what data will be collected, who will train staff and how progress will be monitored.

What to request in your letter or email

• A comprehensive assistive technology evaluation conducted by qualified personnel
• Observation across settings, including classroom tasks that are difficult
• Trials of possible tools with data collection
• Training for your child, staff and you, if home use is expected
• Written report with recommendations and rationale
• A plan to implement AT with supports, not just “access to a device”

Parent rights to know

• You can request an evaluation when you suspect a disability-related need is affecting access.
• If your child has an IEP, AT can be written into goals, accommodations, supplementary aids and services, or related services.
• If the school refuses to evaluate, it should provide a written notice explaining why and what data it used to decide. (Procedures vary by program, but you can always ask for the refusal in writing.)
• You can bring an advocate or knowledgeable support person to meetings.

Timeline expectations

Timelines vary by state and district, but IDEA evaluations are typically completed within a set number of school days after consent. If your district gives a vague answer, ask for the specific timeline used in your state. If your child is in crisis academically, ask the team what supports can be added immediately while the evaluation is underway.

What Happens Next or Transition Planning

After the assistive technology evaluation, the team should meet to decide what will be provided and how it will be used. This is where many plans fall apart, so it helps to push for details.

What parents can expect after results

• A written summary of needs, tasks and recommended tools
• A discussion of which tools will be provided by the school
• A decision about where the tool will be used: class, testing, home, community
• A training plan for your child and the adults supporting them
• A follow-up schedule to review whether the AT is working

What should be written into the IEP or 504 plan

• The specific tool or category (for example, text-to-speech with named platform access)
• When it will be used and for what tasks
• Any accommodations tied to the tool (extended time, reduced copying, alternative response formats)
• Who provides training and how often
• How success will be measured (completion rate, independence, quality, comprehension)

Transition planning: what to watch as your child grows

• Elementary to middle school: Workload increases, note-taking starts and multiple teachers mean more settings to support. Ask how AT will follow your child across classes.
• Middle to high school: Testing demands rise and assignments become more complex. Confirm that AT is allowed for classroom assessments and state tests when appropriate.
• Postsecondary planning: Colleges use different rules. High school is a good time to build student independence with tools, self-advocacy and documentation.

If the recommended tool is not working, you can request a reconvened meeting and adjustments. AT should be flexible. Sometimes the right tool exists but the training, settings, or expectations are wrong.

Frequently Asked Questions (FAQ)

Do I need a diagnosis to request an assistive technology evaluation?

No. You can request an assistive technology evaluation based on functional needs at school. A diagnosis can help explain challenges, but access needs can be identified through school data and observation.

Is an assistive technology evaluation free through the public school?

If AT is needed for your child to access education under IDEA or Section 504, the evaluation and services related to providing FAPE are provided at no cost to families. Policies can vary, but required supports should not be billed to parents.

How long does an assistive technology evaluation take?

It depends on your state timeline, staffing and whether tool trials are included. Ask for the district’s written timeline after you provide consent and request interim supports while the evaluation is in progress.

What if the school says my child can “just try harder” or “practice more”?

You can respond that you are requesting an assistive technology evaluation to determine what tools or services are needed for access. Practice is not a substitute for accessibility when disability-related barriers prevent the child from showing skills.

Can assistive technology be added to a 504 plan?

Yes. AT can be listed as an accommodation or support in a 504 plan when it is needed to ensure equal access. Make sure the plan specifies the tool, when it is used and who supports implementation.

What if I disagree with the evaluation results?

Ask for the recommendations and data in writing and request a meeting to review concerns. You can also ask about an independent educational evaluation option under IDEA procedures and consider bringing an advocate to help you negotiate appropriate supports.

References

Centers for Disease Control and Prevention: Disability and Health Overview
U.S. Department of Education: A Guide to the Individualized Education Program
U.S. Department of Education, Office for Civil Rights: Protecting Students With Disabilities (Section 504)
Individuals with Disabilities Education Act: IDEA Statute and Regulations Overview
Parent Center Hub: Assistive Technology in the IEP
National Institutes of Health: Assistive Technology Research and Related Resources