Tools and assistive technologies

Contents: Tools/aids, assistive technologies, use in everyday student life, recommendations for action.

Support tools and assistive technologies are an integral part of everyday student life for many students with impairments, chronic or mental illnesses. They enable these students to participate in lectures, access learning materials and sit examinations despite existing barriers. It is therefore helpful for you, as a lecturer, to have a basic understanding of how to use and manage tools and assistive technologies in order to make your teaching accessible. Below, you will find a distinction between the two terms, gain a basic understanding of their areas of application, and discover specific recommendations for your day-to-day teaching practice.

Tools/aids

Assistive technology helps people with disabilities to participate on an equal footing in all areas of life. It enables them to manage their daily lives independently, access educational opportunities and pursue a career. The aim of assistive devices is to break down barriers and expand individuals’ opportunities for action and participation.

Assistive devices include a wide range of different support options, such as communication and orientation aids for people with hearing, visual and speech impairments:

• Hearing aids;
• screen readers;
• augmentative and alternative communication systems;
• prosthetic devices;
• orthopaedic appliances;
• wheelchairs;
• or walking aids.

In addition, there are numerous other aids that can be used according to individual needs, for example to assist with reading, writing, grasping objects, operating technical devices, or organising daily life and work.

The term “assistive technologies” is also increasingly used in connection with aids. This term refers in particular to digital and technical solutions that support people with disabilities in their daily lives, in their studies or at work. Assistive technologies are thus part of a broader understanding of aids, one that embraces technological developments and opens up new opportunities for participation.

Assistive technologies

In the context of digital accessibility, certain hardware and software solutions are classified as assistive technologies. These include, for example, refreshable braille displays, which present screen content in dynamically updated braille, and screen readers, which make content on computers and mobile devices accessible via voice output. These technologies enable blind people and those with visual impairments, in particular, to access digital information and applications on an equal footing (TH Köln, n.d.). In a broader sense, specialised apps also fall under the category of assistive technologies. With their features for structuring, self-organisation and stimulus regulation, they specifically support neurodivergent students in organising their daily lives, reducing distractions, establishing routines and improving their opportunities for social participation. In doing so, they provide functional compensation, break down barriers in the academic context, promote independence and enable participation (Weigand, 2026).

Many assistive technologies access the functions and content provided via computers, smartphones, or tablets directly. To do so, they use standardised interfaces provided by the respective operating systems and application programmes. For assistive technologies to function reliably, it is essential that these technical and structural standards are adhered to. Otherwise, content cannot be correctly recognised, displayed or operated.

Furthermore, the semantic structure of content plays a key role. Pages must be structured logically, consistently and semantically correctly so that users of assistive technologies can navigate them and access content efficiently. As teaching staff, you too can contribute to this by creating content using the intended formatting and design functions, for example by using heading hierarchies, list formatting and clearly structured documents.

It is only when technical standards and educational design work in tandem that assistive technologies can realise their full potential.

Further information and detailed guidance on creating accessible documents and courses can be found under Documents and Learning Management Systems (LMS).

The difference between assistive technologies and tools/aids

At a glance: Key differences and features

Tools/aids (broader definition):

• Definition: All devices that compensate for, prevent or ensure the success of treatment for a disability.
• Examples: Traditional tools/aids such as wheelchairs, walking aids, hearing aids, prostheses and visual aids.
• Focus: Physical support and participation in everyday life.

Assistive technologies (focus):

• Definition: The term ‘assistive technology’ refers to technical aids designed to overcome barriers, often in the field of information and communication technology (ICT).
• Examples: screen readers, braille displays, voice control, specialised keyboards, screen magnifiers, specialised apps.
• Focus: Digital inclusion, using computers and smartphones, and access to information.

Assistive technologies are generally classified as aids, but the term “tool/aid” covers a much broader spectrum. Whilst all assistive technologies are considered aids, the reverse is not true: not all aids are assistive technologies. Many assistive technologies access functions and information provided via computers, smartphones, or other digital devices. Both aids and assistive technologies share the common aim of promoting independence and improving quality of life (TH Köln, n.d.).

The term “tool/aid” generally refers – regularly in a legal sense as well – to objects or technical solutions designed to compensate for limitations caused by an impairment or illness. These include, for example, wheelchairs, prostheses or visual aids. Assistive technologies, on the other hand, refer specifically to technical hardware and software solutions that enable or facilitate access to information, digital content and communication. They therefore represent a specialised form of tool/aid and are of central importance, particularly in the field of digital accessibility (REHADAT, n.d.).

The use of aids and assistive technologies in everyday student life

Tools/aids and assistive technologies enable students with impairments, chronic or mental illnesses to participate in their studies on an equal footing. They overcome barriers that arise not from a lack of ability, but from teaching, learning, and assessment formats that are not accessible.

Aids and assistive technologies are not a “special need”, but a key tool for inclusive and high-quality higher education.

Assistive technologies are used, for example, to facilitate access to materials. However, this is only possible if the materials themselves are technically accessible.

Examples

• Screen readers read out text on the screen, enabling blind students or those with severe visual impairments to access lecture notes, PDFs or learning platforms.
• Screen magnification software helps students with visual impairments to read presentations or digital texts.
• Text-to-speech programmes are also used by students with reading or concentration difficulties to better comprehend longer texts.

Furthermore, assistive technologies help with language and text and provide support for writing, reading, and comprehension. Not all students can read texts or express themselves in writing at the same speed.

Examples

• Speech recognition software enables students with motor impairments or chronic pain to dictate texts rather than type them.
• Spelling and grammar tools support students with dyslexia or those for whom German as a Second Language is used.
• Reading aids (e.g. highlighting lines, adjusting fonts) make it easier to understand texts.

In both face-to-face and online teaching, acoustic, visual or organisational barriers may arise. The use of assistive technologies can ensure unrestricted participation in courses.

Examples

• Live subtitles or transcription software help deaf and hard-of-hearing students in lectures and seminars.
• Time management and organisation tools, for example, help students with AD(H)D or mental health conditions to organise their learning.

Why you as teaching staff should find out more about its use?

As aids and assistive technologies are a fundamental prerequisite for many students to successfully complete their studies, it is important that you, as teaching staff, are informed about their significance and use.

However, being informed does not mean acquiring (technical) expertise or using individual technologies yourself. What is crucial is a basic understanding of how aids and assistive technologies are used in day-to-day student life, and under what conditions their use is supported or unintentionally restricted. A lack of knowledge can lead to the blanket prohibition of technical aids or to students having to repeatedly justify their needs.

Informed teaching staff can assess students’ enquiries objectively, respond appropriately and, where necessary, refer them to the relevant departments. They contribute to respectful and trusting communication and avoid unconscious judgements or control mechanisms. At the same time, knowledge of aids and assistive technologies supports the legally compliant design of teaching and examinations and helps to avoid unintended discrimination.

The exploration of aids and assistive technologies is therefore not an add-on, but an integral part of professional university teaching. It helps to break down barriers, promote equal opportunities and design teaching in such a way that academic achievement is recognised regardless of individual impairments or medical conditions.

Recommendations for you as teaching staff

As teaching staff, it is important in your day-to-day university life to recognise aids and assistive technologies as students’ personal study tools. It is crucial to adopt an informed, respectful and pragmatic approach that facilitates, rather than hinders, their use. To this end, you can put the following recommendations into practice in your everyday teaching.

Recognise aids and assistive technologies as legitimate study tools and adopt an attitude that displays that their use and handling are not ‘special cases’ but rather a standard means of managing one’s studies.

Note

• Treat aids and assistive technologies as individual support rather than as an advantage.
• Do not question their use out of hand (“Do you really need that?”).
• Avoid making judgemental comments or comparisons with other students.
• View arrangements as dynamic, not as one-off exceptions.
• Remain open to adjustments if needs change.

Students are not obliged to explain their impairment or medical condition, or how their assistive technologies work. You should therefore not ask for or demand detailed information about these matters.

Note

• Do not ask about diagnoses or medical history.
• Accept that students know for themselves which assistive devices or technology they need.
• Avoid asking technical questions out of curiosity (‘How exactly does that work?’).

In the context of teaching and assessment, you should actively facilitate their use. Aids and assistive technologies must not be inadvertently excluded. Accordingly, you can enable students to demonstrate their subject-specific skills and achievements without encountering technical barriers.

Note

• Do not ban technical aids across the board without considering any exceptions.
• Clarify at an early stage whether the use of assistive technologies requires organisational adjustments (e.g. during examinations).
• If you are unsure, consult the examination office or advisory services rather than rejecting enquiries.

Many students will only openly use aids and assistive technologies if they feel confident doing so. By communicating openly and in an accessible way about these tools, you can signal that their use is a normal part of everyday teaching.

Note

• At the start of the term, make it clear that the use of aids and assistive technologies goes without a saying.
• Include relevant information in the syllabus or in the classroom.

Make it clear to your students that you will treat the use of aids and assistive technologies with confidentiality and respect. Discussions on this subject may involve sensitive information. Furthermore, as teaching staff, you are not responsible for providing technical advice or making selections.

Note

• Do not discuss matters publicly in seminars or in emails with multiple recipients.
• Treat information confidentially and use it for its intended purpose only.
• Document agreements only when necessary, and do not pass them on without being asked.
• Refer people specifically to the relevant advisory or support services.

Further information on assistive technologies and adaptation strategies, categorised by impairment or condition, can be found under Impairments, chronic and mental illnesses.