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Assistive-technology briefing: district specialists describe devices, services and inclusive supports
Summary
The board received an assistive-technology presentation from Ashley Trembley explaining the district's device-and-service model, examples of AAC, dictation, 3D-printed tactile materials, and continuous assessment; Trembley estimated 30–40 non-verbal students currently served.
Ashley Trembley, the district’s assistive-technology specialist who recently shifted into the Teacher of the Visually Impaired role, described how the district pairs devices and services to enable students with disabilities to access the curriculum.
Trembley summarized the legal framework (IDEA definitions), explained that assistive-technology work includes evaluation, selection, training and repair, and gave classroom examples: communication aids and AAC for non-verbal students (talkers that travel with the student), dictation and word prediction for students with writing barriers, Equatio and other tools for math input, and Learning Ally and Bookshare for accessible text. She highlighted low-cost innovations such as 3D-printed tactile models for science lessons and described universal tools (text-to-speech, adjustable fonts and spacing) that teachers can deploy for whole classes.
Trembley said supports are individualized and requested through teachers, parents or students; many accommodations are provided through RTI processes or recorded as designated supports on assessments, with formal 504 plans used when required. She said efficacy is monitored continuously: staff check in with classroom teachers and adjust devices or services as needed rather than relying solely on annual review cycles.
A question-and-answer exchange noted that parents may request devices and the prerequisite for formal assistive-technology accommodations is typically a 504 plan, though universal tools are available broadly. Trembley estimated the district supports roughly 30–40 non-verbal students with assistive devices, and described frequent teacher collaboration and community training opportunities to keep staff current with rapidly evolving assistive solutions.
Trembley closed by underscoring the district’s goal of inclusive classrooms and saying that when assistive technology is embedded and normalized, students do not stand out because their tools are available to everyone.
