Assistive Technology + Early Literacy: What Happens When We Train the Grown-Ups?

This study in Disability and Rehabilitation: Assistive Technology tested a simple yet profound idea: when preschool teachers receive hands-on training and coaching in assistive technology (AT), young children with disabilities become more engaged with early literacy—and make measurable gains. Using a mixed-methods, cluster-randomized design across special-education preschools, the team found higher teacher use of AT strategies and improvements in children’s early reading skills compared to waitlist controls. The program focused on practical tools (from low-tech visuals to communication devices) and real classroom routines.

Why it matters: Many classrooms want to use AT but need structured support to do it well. This research demonstrates that targeted professional development can make a significant impact—for both educators and students.