Why This GAO Report Matters to Blind and Low Vision Students
Computer skills are required in nearly every career field today. For blind and low vision students, access to assistive technology (AT) and the training to use it is not optional—it is essential for participating fully in school, preparing for employment, and building long-term financial stability.
A new report from the U.S. Government Accountability Office (GAO), released February 3, 2026, examines how selected school districts provide assistive technology to students with disabilities, what challenges they face, and what strategies help.
Report title: Students with Disabilities: Assistive Technology Challenges and Resources in Selected School Districts and Schools (GAO-26-107506)
What GAO Studied
The GAO reviewed how schools make decisions about assistive technology under the Individuals with Disabilities Education Act (IDEA), which requires that assistive technology devices and services be considered for students receiving special education services.
To understand what is happening on the ground, GAO conducted a performance audit that included:
- Site visits in four states: Minnesota, Pennsylvania, Texas, and Wyoming
- Interviews in eight school districts and eight schools (district leaders, special education and general education staff, administrators, and related service providers such as speech-language pathologists and occupational therapists)
- Interviews with state education agencies and Assistive Technology Act (AT Act) programs
- Federal input and document review from the U.S. Department of Education and the U.S. Department of Health and Human Services
- A web-based survey of all 93 federally funded Parent Centers, with an 88% response rate
While GAO’s site visits are not meant to represent every district nationwide, they highlight real-world patterns and common barriers.
What GAO Found
GAO’s findings point to a consistent theme: schools provide assistive technology, but many struggle to implement it effectively and consistently.
1) Schools Provide Low-, Mid-, and High-Tech Assistive Technology
GAO noted that students use a wide range of tools—everything from simple devices to advanced technology.
Examples include:
- Low-tech: pencil grips, visual schedules, communication cards
- Mid-tech: teacher microphones, headsets, adaptive switches
- High-tech: tablets/laptops with specialized accessibility features, text-to-speech tools, and dedicated communication devices (including eye-gaze controlled systems)
For blind and low vision students, this can include tools such as screen readers, magnification, braille displays, accessible note-taking devices, and other technology that enables reading, writing, and communication.
2) Limited Knowledge Is a Major Barrier
Staff in all eight districts described limited awareness of available assistive technology as a key challenge. In many cases, educators associate “assistive technology” only with expensive, high-tech devices and may overlook simpler tools that could meet a student’s needs immediately.
GAO also found that rapidly changing technology makes it difficult for staff to stay current, especially when training time is limited.
3) Training Time and Opportunities Are Often Insufficient
GAO heard repeatedly that staff had little to no time for training on assistive technology. General education teachers, in particular, may have limited exposure to training, even though they are often supporting students who use accommodations in mainstream classrooms.
Without training, devices may go unused or be used incorrectly—reducing their impact.
4) Staffing Shortages and Turnover Disrupt Access
Staffing issues—shortages, turnover, and difficulty hiring qualified professionals, make it harder for districts to build and maintain expertise in assistive technology. Delays can be especially harmful when students require consistent access to communication or reading tools.
5) Technology and Compatibility Problems Can Stop Learning
Schools reported practical, ongoing technology barriers such as:
- devices breaking frequently and needing replacement
- outdated hardware that is incompatible with current accessibility software
- delays in returning devices at the start of the school year
- long wait times for repairs through IT departments
GAO noted that even short disruptions can cause lost learning time, frustration, and regression—especially for students who rely on AT as their primary method of communication or access.
6) Funding Constraints Affect What Students Receive
Although districts must provide AT when it is required for a student’s education, GAO found that funding limitations can push schools toward lower-cost alternatives that may only partially meet a student’s needs. Some districts reported that high-tech devices can be extremely expensive, and software may require recurring annual licensing costs.
What Helps: Strategies That Improve Access
GAO also identified strategies that helped districts deliver better AT support.
Assistive Technology Teams
In some districts, specialized AT teams improved coordination and helped standardize the process of identifying, documenting, and acquiring assistive technology. These teams also supported training and ensured stronger collaboration with IT departments.
Standardized Processes and Toolkits
Some districts developed:
- forms to guide AT decision-making
- flowcharts for communication device consideration
- internal resource libraries and how-to guides
- low-tech “toolboxes” in schools so staff can try solutions quickly
External Resources and Lending Libraries
All eight districts used external resources such as:
- AT Act programs (including device loans and training)
- Parent Centers
- federally funded technical assistance centers like CITES
- regional education service agencies
- assistive technology lending libraries that allow districts to test devices before purchasing
- low-tech “toolboxes” in schools so staff can try solutions quickly
External Resources and Lending Libraries
All eight districts used external resources such as:
- AT Act programs (including device loans and training)
- Parent Centers
- federally funded technical assistance centers like CITES
- regional education service agencies
- assistive technology lending libraries that allow districts to test devices before purchasing
Why This Is Financial Health Work
For blind and low vision students, assistive technology is not just an “education issue.” It directly affects long-term financial outcomes.
Without reliable access to accessibility tools and training, students may face:
- reduced access to coursework and skill-building
- fewer career and employment opportunities
- barriers to using online and mobile banking
- difficulty accessing investment platforms, budgeting apps, and other financial tools
In short, accessibility and financial independence are connected.
Final Takeaway
This GAO report makes it clear that many districts are trying to support students with disabilities, but they face practical barriers that can limit success. Addressing staff training, improving coordination with IT, using external lending and training resources, and building sustainable processes can make assistive technology more effective—especially for blind and low vision students who rely on these tools every day.
When students have the tools and training they need, they can participate fully in school, prepare for meaningful careers, and build brighter financial futures.
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