[elaine mc cormack]

Assistive technologies (AT) hold significant potential to enhance inclusion and equity in education, especially during the School Self-Evaluation (SSE) process. These technologies—ranging from screen readers and speech-to-text tools to communication devices and adaptive learning platforms—enable students with diverse needs to engage more fully in learning. When integrated effectively, AT can provide schools with richer, more accurate data about student progress and participation, thereby improving the quality of SSE.

Through the use of assistive tools, students who might otherwise struggle with traditional assessment methods can showcase their understanding in alternative ways. This inclusivity ensures a broader representation of learner experiences in evaluation activities. It also supports a reflective school culture that values all learners, a key element in SSE.

Several standards from the Digital Learning Framework (DLF) are relevant. Under the “Teaching and Learning” domain, the standard “Teachers use digital technologies to support assessment” can be addressed by leveraging AT to collect more diverse forms of student feedback and evidence of learning. Additionally, within the “Leadership and Management” domain, the standard “The school uses digital technologies to foster effective communication” can be fulfilled by using assistive tools that enable all students and parents, including those with disabilities, to engage meaningfully with the SSE process.

In summary, assistive technologies not only support individual learning needs but also contribute to a more inclusive, representative, and effective school self-evaluation, aligning well with the goals of the Digital Learning Framework.

 

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