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TACCU

Tampere Accessibility Unit

AT categories

Assistive Technologies

AT categorization is traditionally based on technological complexity, ranging from low-tech to mid-tech to high-tech. The current literature reveals a diverse range of ATs used in educational settings, from low-tech tools such as Braille machines to high-tech solutions such as virtual reality and socially assistive robots (SARs).  In low-resource settings, availability often varies significantly based on geographic and socio-economic factors.

The image progresses from rural to urban environments, illustrating increasing access to education, infrastructure, and assistive technologies. On the left, a woman and child in a rural village use a simple communication board and basic assistive tools near traditional homes. In the center, students with disabilities use mobility aids, tablets, and educational technologies in a school environment. On the right, an urban setting shows advanced digital assistive technologies, including laptops, tablets, screen-based communication systems, and accessible infrastructure. The scene highlights differences in affordability, availability, and support for assistive technologies across socio-economic environments while emphasizing inclusion, education, and participation.

Based on global mapping in the BERT project, the six main categories for ATs are 1) complexity, 2) functionality, 3) target group, 4) implementation context, 5) socio-economic accessibility, and 6) stakeholder involvement.

Complexity

Low‑tech ATs are simple non‑electronic tools, mid‑tech ATs provide basic electronic support, and high‑tech ATs offer advanced digital solutions that deliver greater functionality but often require specialized training.

  • Consider whether low-tech, mid-tech, or high-tech solutions are most appropriate
  • Start with simple and effective solutions when possible
  • Ensure that users receive adequate training for more advanced technologies
  • Consider maintenance, electricity, internet access, and technical support needs
  • Remember that high-tech solutions are not always the most practical or sustainable

Functionality

ATs in this category are based on specific functionality, such as communication, mobility, learning and educational support, hearing, vision, and cognitive assistance.

  • Select ATs based on learner needs and intended functionality
  • Consider support for:
    • Communication
    • Mobility
    • Vision
    • Hearing
    • Learning and cognition
  • Ensure technologies support participation in daily learning activities
  • Combine multiple ATs when needed

Target group

ATs can be targeted to specific groups, such as students with visual, hearing, mobility impairments, learning disabilities (difficulty), or multiple impairments or disabilities.

  • Match technologies to individual learner strengths, needs, and preferences
  • Avoid assuming that one solution fits all learners
  • Consider multiple disabilities and overlapping support needs
  • Involve learners in selecting and evaluating technologies whenever possible

Implementation context

The implementation context categorizes ATs by where and how technologies are used, whether in classrooms, homes, or hybrid learning environments.

  • Consider where and how ATs will be used:
    • Classroom environments
    • Home learning
    • Hybrid or remote learning
  • Ensure compatibility with local infrastructure and learning environments
  • Adapt learning spaces to support effective use of ATs
  • Consider portability, durability, and usability in different contexts

Socio-economic accessibility

Categorization by socio-economic accessibility is based on affordability and availability across different socio-economic levels, emphasizing the cost of ATs and the ability to access them.

  • Prioritize affordable and accessible solutions when resources are limited
  • Consider long-term sustainability, maintenance, and replacement costs
  • Use locally available technologies and materials when possible
  • Reduce barriers related to cost, availability, and connectivity
  • Remember that effective low-cost solutions can significantly improve participation and learning

Stakeholder involvement

Stakeholder involvement highlights the roles of different groups in the development, distribution, support, and use of assistive technologies.

  • Include teachers, learners, families, technicians, and communities in AT planning and implementation
  • Encourage collaboration between schools, governments, NGOs, and service providers
  • Provide training and ongoing support for users and educators
  • Promote awareness and reduce stigma related to disability and AT use
  • Ensure that policies and decision-making processes include the perspectives of persons with disabilities

Checklist and practices

  1. Start simple, scalable, and context-appropriate
  2. Focus on real learner needs, not just technology
  3. Plan for long-term use, support, and costs
  4. Ensure collaboration and training at all levels
  5. Effective AT is usable, accessible, and sustainable

Accessibility and inclusion require more than technology alone, where AT selection should always consider the learner, environment, and context together. Sustainable and context-appropriate solutions are often the most effective in the long term. See also this manual’s Procurement and acceptance.

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