Smartglasses as AT: opportunities and ethics

Helen Nicholson-Benn and Kathryn Woodhead

Smartglasses have amazing potential to be used as an Assistive Technology. In this session Helen will compare glasses that are purpose-built as Assistive Technologies with more mainstream devices. She will also discuss the ethical implications of use in education and care settings, including the balance between potential benefits and privacy concerns.

Embedding AT and AI for access, independence and consistency

David Curran

Assistive Technology and AI can be embedded as part of a wider system of support rather than used as isolated tools. Informed by developing research and and grounded in practice from a specialist school, David will examine how access improves when technology is linked to staff development, learner voice, classroom routines, and ongoing review. He will reflect on the relationship between AT and AI through practical examples such as supported access to learning and careers education.

Settings now have access to more tools than ever, yet use remains inconsistent and often depends on individual staff confidence. David will argue that sustainable implementation depends on systems that improve access, independence, and participation over time. Delegates will leave with a clearer understanding of how AT and AI can work together, what helps good practice stick, and how insights from specialist practice can inform stronger provision more widely.

The missing piece: ATech and employment transition

Gurur Deniz Uyanık

Many job coaches and supported employment practitioners have never had any training in ATech. They’re working hard to help people into work, but without knowledge of the tools that could make a real difference to the people they support. In the Midlands, a consortium has been working with job coaches to build awareness of freely available ATech tools and how they can be used in practice. Deniz will reflect on what has been learned from this project alongside the findings from the 2025 Connect to Success report which focussed on technology and employment support for disabled people. In addition, Deniz will outline what needs to happen to make ATech a core part of the employment transition toolkit rather than an afterthought.

Strengthening the intersection of AAC and AT: Insights, trends and a new planning resource

Tina Voizey and Fil McIntyre

At TechAbility25 delegates shared detailed reflections on the realities of what works well, and what does not, at the intersection of Augmentative and Alternative Communication (AAC) and Assistive Technology (AT). People delivering AAC and AT support in diverse settings highlighted the challenges that arise when the two fields operate in silos, or when organisational structures do not support integrated ways of working.

This follow-up presentation shares a synthesis of that feedback, alongside parallel findings gathered at a workshop at the Communication Matters conference, offering a unique cross sector perspective on the current landscape. Rather than prescribing solutions, this session aims to equip attendees with tools to support their own local thinking. We introduce a practical new resource, a facilitator guide and participatory workbook, designed to help teams open conversation, reflect on their context, and build action plans tailored to their organisation.

This presentation continues the collaborative journey started at last year’s conference, offering both reflection and forward momentum for improving practice across the AAC and AT landscape.

Assistive Technology to support formative assessments

Kirstin Barr

Accessibility in formative assessment is essential to ensuring learners can demonstrate what they know, understand and can do. Kirstin will examine how barriers in assessment can impact outcomes, affecting both the equity and validity of what is being assessed. She will also highlight how accessible formative assessment practices underpin effective summative assessment and support appropriate formal assessment arrangements.

Through classroom-based examples, Kirstin will demonstrate how assistive technology can support reading, writing, planning and responding. She will identify common challenges learners face and show how accessible digital tools and formats can reduce barriers, strengthen feedback, increase learner confidence, and lead to more accurate judgements of progress over time. Delegates will develop a clear understanding of the role of accessibility in ensuring valid assessment, identify common barriers in formative assessment and how to reduce them and learn about practical strategies for embedding AT in everyday formative assessmen.

Completing the picture: why cultural change is as important as technology

Amanda Martin

Although 529 per 100,000 people in the UK could benefit from AAC, access to technology alone does not guarantee meaningful communication outcomes. Amanda will shares finding from her MSc Educational Assistive Technology research exploring the barriers to effective Augmentative and Alternative Communication (AAC) implementation within a specialist FE college. The findings highlight that successful AAC implementation relies less on the provision of technology and more on the development of skilled communication partners and supportive organisational cultures.
Amanda’s study combined a review of existing literature with a staff survey exploring awareness, confidence, and perceived barriers to AAC implementation. This was followed by a follow-up questionnaire to gain deeper insight into staff experiences and organisational practices. The study concludes that successful AAC implementation requires shifting focus from tech towards influencing AAC use. Delegates will gain insight into common barriers within specialist education settings and practical considerations for improving AAC implementation through staff development, collaboration, and communication-centred practice.

HandShake: Gesture as control with a smartwatch

Matthew Oppenheim

HandShake enables access to switchable hardware and software by recognising gestures using a commercially available smart-watch that costs around £50. Matthew developed the system and it was tested successfully last year by a student who now uses it routinely to access AAC. The student previously had no access to AAC software previously. HandShake is also in use as an assistive gaming controller and this access will be described as well as other options for using HandShake as an access tool.

The smart-watch can be purchased directly from the manufacturer then programmed and configured via a web-based system Matthew has developed. Once the smart-watch is programmed it can be used indefinitely. Delegates will learn about an innovative access switch alongside how to obtain and set-up the system.

Try before you buy: Building an Assistive Technology lending library

Alan Davies

Alan will outline the development of a borough-wide Assistive Technology (AT) lending library in Manchester, delivered as part of a Department for Education (DfE) Change Programme pilot. He will explore how the library has been designed to address common barriers to AT implementation, including cost, limited staff confidence, and lack of opportunity to trial equipment before purchase.

This library offers a scalable, system-level approach to improving equitable access to AT across a local authority, aligning with national priorities. It also demonstrates how outreach services can play a key role in supporting informed decision-making and sustainable AT use. The presentation will include initial needs analysis and AT audit process, selection and organisation of equipment, and the systems developed to manage loans and ongoing support.

Delegates will gain practical insight into establishing an AT lending library, strategies for supporting staff confidence, engagement and training approaches, and challenges in embedding AT into everyday practice.

What does ‘very important’ mean? The impact of AT on user’s lives

Rebecca Joskow

In 2023, GDI Hub and the UK Disability Unit found that 83% of disabled people reported their assistive products to be “very important” at all times. This raises an essential question: what does “very important” actually mean in the context of people’s daily lives? To answer this, they moved beyond conventional measures focused on clinical outcomes or device functionality. Instead, they examined the impact of AT from the perspective of its users. Participants described how AT supported a wide range of day-to-day functions, such as mobility, communication, and personal routine, and how AT enabled broader outcomes, including greater autonomy, wellbeing, access to work and learning, and social participation.

Users also spoke about the deeper personal significance of AT, highlighting how it contributed to their sense of identity, confidence, and peace of mind. At the same time, many shared frustrations about systemic challenges, such as long wait times, service fragmentation, and barriers to access.

These findings were from a Country Capacity Assessment of Assistive Technology in England, conducted by GDI Hub and the UK Disability Unit using the World Health Organization’s Assistive Technology Assessment toolkit. The findings underscore the importance of placing lived experience at the centre of how we define and measure the impact of assistive technology.