When considering assistive technology for a student with limited mobility, which factor should the school prioritize?

Prioritizing the potential impact of the equipment on student learning is essential when considering assistive technology for a student with limited mobility. The primary goal of any educational intervention is to enhance a student's ability to learn and participate in the classroom. By focusing on how effectively the technology can engage the student, facilitate communication, and support independent learning, educators ensure that the tools provided serve the student's unique needs.

Assistive technology should empower students, enabling them to access the curriculum and participate in activities alongside their peers. This focus on learning outcomes supports inclusive educational practices, fostering an environment where all students can thrive. It's not merely about providing the equipment; it's about ensuring that the equipment is a meaningful and effective part of the student's educational experience, helping to bridge gaps in learning due to mobility challenges. Addressing the learning needs first aligns with the fundamental principles of early childhood education, where the focus is on developmentally appropriate practices that promote growth and engagement.