Using Everyday Technology to Remove Learning Barriers
This guide has been adapted from a presentation to Tower Hamlets’ seconded SENCOs. It outlines practical strategies for embedding assistive technology (AT) into classroom practice — not as an add-on, but as part of everyday, inclusive teaching.
AT is no longer optional. It’s a priority area for the Department for Education, aligned with wider reforms in digital inclusion and SEND support. The tools themselves — speech-to-text, immersive readers, guided access, and more — are already built into the devices and platforms we use daily, and are developing fast thanks to advances in AI.
At the same time, schools are under huge financial pressure. The effective use of assistive technology isn’t just good for learners — it’s good for budgets, workload, and whole-school strategy.
Done well, it can:
- Empower students to work more independently
- Free up support staff to focus on interaction, not transcription
- Help teachers focus on relationships, wellbeing, and learning — the reasons most of us came into education in the first place
What does it include:
- Built-in accessibility tools in Microsoft, Google, and Apple ecosystems
- Strategies for supporting literacy, focus, and access needs
- Setup checklists for devices and learning platforms
- Training tips for students and staff
- Advice on adapting tools over time
- Common barriers — and how to overcome them
- AI-powered supports for differentiation and planning
This isn’t about buying new kit. It’s about using what we already have, better — to reduce barriers, improve outcomes, and create classrooms where all learners can thrive.
📎 Download the full guide here
If you’re based in Tower Hamlets and would like help implementing any of this, refer via the online form, or contact me at ben.annett@towerhamlets.gov.uk. Or if you share an interest in technology, inclusion or education reach out on Linkedin.
© 2025 Ben Annett and the London Borough of Tower Hamlets. This resource may be shared and adapted for educational use with appropriate credit.
Please do not republish or distribute commercially without permission.
