In the world of assistive technology (AT), I find myself constantly amazed at how quickly things are changing than in K–12 education due to artificial intelligence (AI).

AI has made assistive technology smarter, faster, and more personalized than ever before. All students are the beneficiaries, but those with disabilities have been greatly impaced.

Flexibility: Why AI Tools are Different This Time

In the past, assistive technology tools worked the same way for everyone. A text-to-speech program read text aloud. Helpful, but static.

What AI brings to the table is adaptability. AI-powered tools can now adjust in real time based on how a student is actually engaging with the process. That is a significant leap forward and one that I believe can have exponential positive effects down the road.

Microsoft’s Immersive Reader: A Great Example of AI Done Right

One tool that stands out is Immersive Reader by Microsoft. Built directly into many of the apps students already use — Word, OneNote, Teams — it requires no extra downloads or complicated setup. Any student can access it.

Immersive Reader offers features like syllable breakdown, adjustable text spacing, line focus, and text decoding to help students with dyslexia, ADHD, and other learning differences get through written material with less frustration. Immersive Reader doesn’t feel like a “disability tool” — it feels like a feature. That matters for students who may be sensitive about standing out in the classroom.

Translation and Real-Time Access for Multilingual Learners

AI has also been a tremendous asset for students who are learning English as a second language, or who come from homes where English is not the primary language. AI-supported translation tools can now provide real-time captions, multi-language support, and dictation with grammar assistance – all of which help multilingual learners participate more fully in class without stigma.

Translation tools are being deployed in more programs, and have seen wide adoption in school settings. Google Translate has been around forever and now supports over 130 languages and can translate spoken conversation in real time — meaning a student and a teacher who don’t share a language can have a genuine back-and-forth exchange without a human interpreter present. Google Translate is included in Google products, like Google chrome and Google Classroom.

Like Microsoft’s Immersive Reader mentioned above, Microsoft Translator, which is built directly into Microsoft Teams and other Office applications and allows entire classrooms to receive live translated captions simultaneously — each student in their own language. These are not experimental tools. They are free, proven, and already in the hands of millions of students and educators around the world.

I can only imagine how isolating it can be for a student who can’t fully follow along in a classroom setting. Tools that remove that barrier, and do so quietly, in the background, can change a student’s entire relationship with school.

Helping Students Who Struggle with Executive Function

Another area where AI is making a meaningful difference is in task management and executive function support. Many students with ADHD, traumatic brain injuries, or autism spectrum disorder struggle to break a large task into manageable steps. AI tools can now act as a kind of on-demand coach — helping a student figure out what to do first, and in what order.

A standout example is Goblin Tools, specifically its “Magic ToDo” feature. A student types in something overwhelming — “write my history essay” — and the tool uses AI to break it down into small, sequenced, actionable steps. It even allows the user to adjust how granular the breakdown is, which is particularly useful for students who need smaller steps. Goblin Tools is free, ad-free, and has developed a strong following in neurodivergent communities and education circles alike. 

For students using Microsoft products, Microsoft To Do allows teachers to assign structured task lists that students can access and check off from any device — a simple but powerful way to build executive function habits into the school day.

This type of guidance is thought to be “a scaffold for students to build on,” rather than a crutch they become dependent on. 

Embracing AI — With Eyes Wide Open

I want to be clear: I am genuinely enthusiastic about where AI is taking assistive technology in schools. But enthusiasm doesn’t mean we throw caution to the wind. AI tools should complement trained professionals — teachers, speech-language pathologists, AT specialists — not replace them. The guidance of a knowledgeable professional in how a student uses these tools can make all the difference between a tool that helps and one that sits unused.

The developments of the past two or three years have been staggering. If we embrace them thoughtfully, and make sure students and educators are properly trained to use them, the results can be extraordinary.

About the Author

Doug Lear is an Assistive Technology Specialist at Northwest Ergonomics, with offices throughout Oregon, Washington, and the Pacific Northwest. Although Doug has worked for over 20 years in vocational rehabilitation, his passion lies in Assistive Technology. Doug enjoys working with technology, but most of all, he enjoys helping people.