Assistive Technologies for K-12 Online Learners: Empowering Students with Disabilities in Digital Education

Virtual classrooms offer flexibility, personalized pacing, and expanded access.

However, for students with disabilities, digital learning environments can either remove barriers or unintentionally create new ones.

The difference lies in how well these environments are designed to support diverse learning needs.

Assistive technologies can significantly help in ensuring that online education is accessible by to as many students as possible.

Backed by decades of educational and cognitive research, these tools help students with disabilities perceive information, communicate, and demonstrate learning in ways that align with their individual strengths.

When used thoughtfully, assistive technologies help in students increasing their independence, engagement, and academic success, rather than simply offering accommodations.

We will explore what assistive technologies are, how they support K–12 students with a wide range of disabilities in online learning environments, and why they are essential for building equitable digital classrooms where every learner has the opportunity to thrive.

What Are Assistive Technologies?

Assistive technologies (AT) refer to a broad range of tools, devices, software, and digital systems designed to support individuals with disabilities in performing functions that may otherwise be difficult or inaccessible.

In education, assistive technologies help students overcome barriers related to perception, communication, mobility, attention, and information processing, rather than changing what students are expected to learn.

In online K–12 learning environments, assistive technologies enable students to access digital content, interact with teachers and peers, and demonstrate their knowledge in ways that align with their individual learning needs.

These tools may support reading, writing, listening, organization, communication, or physical interaction with digital platforms, making virtual classrooms more accessible and usable for diverse learners.

Types of Assistive Technologies in Online Education

Here are some of the most common assistive technologies that help K-12 online learners:

Screen Readers

Screen readers are essential assistive technologies for students who are blind or have low vision.

They allow independent access and interaction with digital learning environments.

This is done by converting on-screen text and interface elements into synthesized speech or braille output, enabling students to perceive and navigate digital content that would otherwise be inaccessible.

In online education, screen readers can perform a wide range of academic tasks including:

• reading course materials;
• navigating learning management systems;
• participating in discussions;
• completing assignments and;
• communicating with teachers.

Popular screen readers such as JAWS (Job Access With Speech) and NVDA (Non Visual Desktop Access) interpret not only written text, but also structural elements like headings, lists, links, buttons, and form fields.

The effectiveness of screen readers in online learning depends heavily on how well digital content is designed.

Platforms and learning materials that follow best practices regarding accessibility.

That means reading the proper heading structure, alternative text for images, labeled buttons, and keyboard navigation. That allows screen reader users to move through lessons logically and efficiently.

Speech-to-Text Software

Speech-to-text software, also known as dictation technology, allows students to convert spoken language into written text in real time.

These tools are particularly valuable for students with physical disabilities that affect typing, as well as for learners with specific learning differences such as dyslexia, dysgraphia, or difficulties with written expression.

In online learning environments, speech-to-text tools enable students to complete writing-intensive tasks, such as essays, discussion posts, emails, and short responses, without the physical or cognitive barriers associated with typing.

Programs like Nuance Dragon and built-in solutions such as Google Voice Typing (Activated via the microphone icon on Gboard on mobile or Tools > Voice Typing on desktop) use speech recognition algorithms to transcribe students’ spoken words.

Research shows that dictation tools can improve writing fluency and reduce cognitive load for students who struggle with transcription skills, helping them produce longer, more complex written responses.

Text-to-Speech (TTS) Software

Text-to-speech (TTS) tools convert written text into spoken audio, providing an alternative pathway for students who struggle to decode written language.

These tools are especially valuable for learners with reading-related disabilities such as dyslexia, language processing challenges, or attention difficulties, as well as for students with visual impairments who benefit from auditory access to text.

According to Reading Rockets’ article on text-to-speech tools, effectiveness of these tools is debated by studies.

However, it also mentions evidence that some students had a positive experience with these tools in context of providing independence or battling with dyslexia.

In online learning environments, TTS allows students to hear lessons, digital textbooks, discussion posts, and other written content read aloud, enabling them to focus on meaning rather than decoding individual words.

Research suggests that TTS can improve comprehension and vocabulary for struggling readers when used consistently over time.

For example, this study in which 164 students in 9th grade and 30 teachers participated found significant gains in reading comprehension and vocabulary over 10 weeks of usage.

TTS technologies vary from built-in accessibility features in operating systems and browsers to dedicated apps like NaturalReader AI and Read&Write Chrome extension that include customizable voices, adjustable reading speeds, and synchronized highlighting.

One study suggests that pairing TTS with visual highlighting, where spoken words are simultaneously highlighted on screen, has a potential to further reinforce comprehension by combining auditory and visual processing.

Importantly, TTS is not a replacement for developing foundational reading skills.

Rather, it functions as a compensatory support that reduces cognitive load and helps students access grade-level content independently.

Closed Captioning and Transcripts

Closed captioning and written transcripts are essential assistive technologies for students who are deaf or hard of hearing, providing direct access to spoken language in online learning environments.

Captions display spoken words, speaker identification, and relevant non-speech sounds (such as “music playing” or “laughter”) in real time, while transcripts offer a complete written record of audio content that students can review at their own pace.

In virtual classrooms, captions and transcripts support access to live lessons, recorded lectures, instructional videos, and peer discussions.

Research in accessibility and deaf education consistently shows that high-quality captions improve comprehension (by 24% among deaf viewers and 42% among hard of hearing viewers), information retention, and participation for students with hearing loss.

Captions can also benefit a wider range of learners, including students with language processing difficulties, attention challenges, or those learning in a second language, which is extremely common in our school, EduWW, since it is international.

Many online learning platforms now offer automatically generated captions, which can significantly improve baseline accessibility.

However, it is evident that many automated captions, even the ones found in everyday apps like YouTube, often contain errors, especially with subject-specific vocabulary, names, or accents.

For this reason, best practice recommends reviewing and correcting captions when possible and supplementing them with written lesson summaries or full transcripts for recorded content.

Alternative Keyboards and Input Devices

Students with motor or physical disabilities may face challenges using standard keyboards, mice, or touchscreens.

Alternative keyboards and input devices, including adaptive keyboards, switch controls, joysticks, touch-sensitive pads, and even eye-tracking systems, provide customized ways for these learners to navigate digital platforms, enter text, and interact with online lessons independently.

In online K–12 classrooms, these tools allow students to participate in a full range of activities, such as writing assignments, completing interactive exercises, navigating learning management systems, and engaging in virtual discussions.

For example, switch devices can enable students with limited hand mobility to select items or type with simple binary inputs, while eye-tracking technology allows learners to control cursors or type text using only eye movements, offering remarkable independence for students with severe physical limitations.

Research demonstrates that adaptive input devices significantly improve accessibility and engagement for students with physical disabilities.

Studies indicate that using such devices can the inclusion and accessibility of students with disabilities, and enhance students’ confidence and participation in digital learning environments.

Visual Aids and Adjustments

Students with cognitive disabilities, attention disorders, or executive-function challenges often benefit from visual supports and environmental adjustments in online learning.

Tools such as highlighting and annotation features, adjustable font sizes and spacing, color overlays, and apps that reduce distractions help learners focus, organize information, and engage more effectively with digital content.

In virtual classrooms, these visual aids can support comprehension by drawing attention to key concepts, breaking down complex instructions, and providing multiple ways to interact with learning materials.

For example, highlighting or color-coding important text can reinforce memory and comprehension for students with ADHD or dyslexia, while screen dimming or focus modes help reduce sensory overload and minimize off-task behavior.

The same research linked in the previous type shows that these types of adjustments can significantly improve attention, task completion, and academic performance for students with cognitive or attention-related challenges.

That study also found that learners with attention difficulties showed increased engagement and reduced errors when instructors incorporated highlighting, structured visual cues, and distraction-reduction tools.

Why Assistive Technologies Matter in Online Learning

For students with disabilities, any type of learning can present unique challenges, ranging from accessing written or spoken content and lectures to participating in discussions or completing assignments.

Without assistive technologies, these barriers can limit engagement, hinder academic progress, and reduce opportunities for independent learning.

Assistive technologies help create equitable learning environments by:

Promoting independence

Tools like speech-to-text, alternative keyboards, and screen readers allow students to complete assignments and participate in class activities on their own without relying too much on the help of others.

This helps them keep as much autonomy as possible while also helping them in studying.

Enhancing communication

Closed captions, transcripts, and AAC devices improve interactions between students, teachers, and parents, ensuring that all participants can share ideas and receive feedback effectively.

Boosting confidence and motivation

By reducing barriers to access, assistive technologies help students overcome challenges that might otherwise discourage engagement or participation, supporting persistence and self-efficacy.

Supporting compliance and accessibility standards

Implementing AT aligns with legal requirements such as the Americans with Disabilities Act (ADA) in the U.S., as well as international guidelines and best practices for accessible education, reinforcing schools’ commitment to inclusivity.

Moving Forward: The Future of Inclusive Online Education

As technology continues to evolve, assistive tools are becoming increasingly adaptive, intelligent, and personalized, offering unprecedented opportunities to support students with diverse learning needs.

Artificial intelligence (AI) and machine learning are already enabling features such as personalized text-to-speech voices, predictive writing support, real-time captioning, and adaptive learning paths that adjust to each student’s pace and abilities.

The successful integration of these technologies requires collaboration among schools, teachers, parents, and technology providers.

Educators must be trained to implement assistive tools effectively, platforms must meet accessibility standards, and families must have guidance on how to support learning at home.

When this ecosystem works together, students with disabilities can participate fully, demonstrate their knowledge, and engage confidently in online learning.

By leveraging assistive technologies, schools can create digital classrooms that are welcoming, equitable, and empowering for all learners, ensuring that every student has the opportunity to succeed, regardless of ability.

The future of online education should leave no student behind.

Final Thoughts

Students with the right tools can thrive in online education just like their peers.

The goal of education, whether online or in person, is to give every child the chance to succeed.

Assistive technologies are helping make that goal a reality.