Technology has quietly become one of the most powerful tools for inclusion in our classrooms. For neurodivergent and SEND learners in particular, the right digital tools can remove barriers, foster independence, and build confidence- sometimes in ways that traditional methods never could.
As a primary teacher, I’ve seen how inclusive technology can transform a pupil’s experience, especially when embedded as part of everyday teaching. One key player in this space is Microsoft’s suite of Learning Accelerators, which are rapidly gaining traction in UK schools.
Empowering Independence Through Accessibility
Take Immersive Reader, for example. This tool allows pupils to:
- Adjust font and background colours
- Break words into syllables
- Focus line by line
- Hear text read aloud
- Translate into multiple languages
For pupils with dyslexia, ADHD, or processing challenges, these features can be game-changers. They help reduce cognitive overload, support focus, and enable learners to access the same content as their peers- on their terms.
What’s most powerful is that this doesn’t mark children out as “different.” It’s a universal tool that benefits everyone while specifically empowering those who need it most.
Practising Without Pressure
Another standout tool is Reading Progress. This app allows pupils to record themselves reading aloud independently. Teachers receive analytics on fluency, accuracy, and pacing- all without the pressure of reading in front of the class.
This removes anxiety for many children with speech or attention difficulties, while giving teachers meaningful data to inform next steps. It also builds routine and fluency without requiring one-to-one adult support for every session.
More Than Just Tools: A Pedagogical Shift
These aren’t just digital add-ons- they represent a broader shift toward universal design for learning (UDL). UDL means planning lessons that are inclusive from the start, rather than adjusting/modifying support later. It’s about flexibility, options, and access for all.
Inclusive tech also challenges the old idea that support = dependency. In fact, many neurodivergent learners thrive when given autonomy- when they can use tools independently, at their own pace, without feeling singled out.
Embedding It in Practice
To make the most of these tools, it’s not enough to have them installed. We need:
- Staff training that goes beyond the technical to the pedagogical
- Opportunities for children to use tools regularly- not just in interventions
- A whole-school culture that views tech as a tool for empowerment, not a crutch
And importantly, we need to involve families- helping them understand and access these tools at home, so the support doesn’t stop at the school gates.
Looking Ahead
Assistive and inclusive technology is not a silver bullet- but it is a critical part of the inclusion toolkit. It supports learners, reduces pressure on staff, and fosters independence for pupils who are too often made to feel dependent.
If we’re serious about creating classrooms where every child can thrive, then embracing inclusive tech is essential.
Let’s use it not just to bridge gaps, but to build futures.
Thank you David Curran from Moon Hall School in Reigate- who presented at STEM Learning's recent SEND Network meeting and really informed/inspired this piece of writing. The recording of his session should be available to view on STEM Community very soon...