Teachers do not need to become experts in these tools, but knowing they exist, and what they are for, helps a teacher respond confidently when a student is already using one, or asks whether one is permitted.
|
Technology |
How and when it helps |
|
Hearing loops / induction loop systems |
Transmit sound directly to hearing aids or cochlear implants in a fitted room, reducing background noise interference. |
|
FM and infrared assistive listening systems |
Send the speaker's voice directly to a receiver worn by the student, useful in large lecture theatres. |
|
Live captioning tools (e.g. Otter.ai, Microsoft Translator, built-in platform captions) |
Provide real-time text of spoken content in class or online; useful as a supplement, not a replacement, for other adjustments. |
|
Video relay and remote interpreting services |
Allow access to a sign language interpreter for one-off meetings where an in-person interpreter is not available. |
|
Personal amplification devices |
Support students with residual hearing in one-to-one or small-group settings. |
|
Visual and vibrating alert systems |
Provide alternatives to audio alarms and notifications, particularly important for building safety. |
GUIDANCE NOTE: Assistive technology supports communication access but does not replace inclusive teaching practice — the two need to work together, as the barriers table above makes clear.
Sources: Hendry, Hendry, Ige & McGrath (2021); Krasavina, Serebryakova, Ponomarenko & Zhuykova (2019); Papadopoulos et al. (2024), assistive technology findings for hearing impairment.