Ready for August? Avoid the panic with our end of year Assistive Technology tips

Posted by Kirstin Barr on the 2nd June, 2026

Category Assistive Technology

As the school year comes to an end, it is easy for assistive technology to get lost among reports, trips, and classroom clear-outs. However, a little preparation in June can make a huge difference when learners return after the summer.

For many pupils, assistive technology is part of the way that they access their learning every day. If devices are not ready, passwords are forgotten, or support information is lost over the holiday, learners can start the new term already at a disadvantage.

Here are some top tips to help schools prepare assistive technology before the end of term.

1. Record What Works

Before learners move classes or schools, it is important to take some time to note the tools and supports that are working well.

This could include:

• accessibility settings 
• text-to-speech tools 
• speech recognition 
• word prediction 
• reading support apps 
• preferred device setups 

If staff (and learners) make notes about what they are using this can make a huge difference for new teachers in August.

2. Update Learner Profiles

If your school uses learner profiles, now is the ideal time to update them.

Include:

• what technology the learner uses 
• when they use it 
• any successful strategies 
• login information or access requirements 
• support linked to assessment arrangements where appropriate 

A clear one-page summary can help support continuity during transitions.

3. Check Devices Before the Summer

A quick device check can prevent major problems later.

Make sure:

• you have labelled devices clearly so you know who is using them 
• chargers are stored safely and with the device they are used for 
• accessibility apps are updated to the most recent version
• licences and subscriptions are still active (and will be in August)
• learners can still log in successfully (will the learner remember their passwords for August? Do you know how to reset them in case they forget?) 
• cloud files are backed up (where appropriate)

August is much easier when devices are ready to go from day one.

4. Prepare for Transitions

If your learner is undergoing a big transition this is one of the major points where support can be lost.

Whether learners are moving:

• from P7 to S1 
• between classes 
• into senior phase 
• or to a new setting 

…ensure that information about assistive technology moves with them.

A short transition meeting or shared document can help avoid learners needing to start again with explaining their support needs.

5. Gather Pupil Voice

The end of the year is a good opportunity to ask learners what has helped them most.

Questions could include:

• Which tools do you use most often? 
• What helps you work independently? 
• What barriers still exist? 
• What should your new teachers know? 

Learner voice often highlights practical issues that adults may miss.

6. Plan Ahead for August

August can be busy for everyone. Preparing now helps reduce stress later.

Consider:

• staff refresher training 
• accessibility checks on new devices 
• updating shared support documents 
• ensuring digital exam supports are still available 
• identifying pupils who may need additional setup support early in term 

Small actions now can prevent lost learning time later.

Assistive technology works best when it is consistent, familiar, and ready when learners need it. End-of-year preparation is not only about organisation, it can help to ensure continuity, confidence, and access for every learner.

References

Florian, L. (2019). On the necessary co-existence of special and inclusive education. International Journal of Inclusive Education, 23(7–8), 691–704. https://doi.org/10.1080/13603116.2019.1622801

Mays, D., Jindal-Snape, D., & Boyle, C. (2020). Transitions of Children with Additional Support Needs across Stages. In Inclusive Education: Global Issues and Controversies (pp. 163–178). BRILL. https://doi.org/10.1163/9789004431171_010 

Specht, J., Howell, G., & Young, G. (2007). Students with Special Education Needs in Canada and Their Use off Assistive Technology during the Transition to Secondary School. Childhood Education, 83(6), 385-389.

Zorec, K., McNicholl, A., Desmond, D., Boland, T., O’Connor, A., & Gallagher, P. (2025). Fostering technology-inclusive transitions in Irish higher education for students with disabilities. Higher Education Research & Development, 44(8), 2136–2150. https://doi.org/10.1080/07294360.2025.2503826