Overview

In partnership with the Speak Up Research Project®, CITES surveyed school and district leaders across 44 states from January to July 2025 to understand how K–12 districts support inclusive education systems via the implementation of Assistive Technology (AT) and  Universal Design for Learning (UDL The results below is based on the data analysis from 507 education leaders.

Key Findings

Systematic Planning Is Limited

Despite growing awareness of the importance of assistive technology, many districts have yet to embed it into formal planning processes.

• Only 39% include AT in strategic or technology plans.
• Few districts have cross-functional leadership for AT.

Assistive Technology Is Often Managed Informally

AT responsibilities are frequently siloed within special education departments, with limited staffing and clarity.

• 48% of districts place AT under Special Education.
• 31% report no dedicated staff for AT support.
• Only 25% of leaders say staff understand the difference between AT and accessible technologies.

Collaboration Is Emerging but Uneven

While most districts report that AT is considered in IEPs, broader collaboration and communication practices vary.

• 73% include AT in all IEPs.
• Communication with families about AT use at home is inconsistent:
• 20% provide ongoing updates
• 31% do so only when requested

Inconsistent Professional Learning

Districts report inconsistent professional learning on assistive technology topics. While some offer ongoing training, most provide support only when requested, and a notable portion do not offer training at all.

• 15% offer ongoing training on how AT is considered in IEP and 504 meetings
• 40% provide training for IEP and 504 meetings only when requested.
• 23% offer regular PD on integrating AT into instruction, while 35% doing so on an as-needed basis

UDL Adoption Is Growing

UDL adoption is gaining traction in districts, but implementation remains inconsistent and often ad hoc.

• 45% have adopted UDL; 24% are considering it.
• 50% offer embedded PD on UDL, but many rely on “as requested” training.
• 42% align instructional materials with UDL principles.
• 19–20% engage families in UDL awareness or training.

Resources:

• Survey Questions
• Slide Deck Presentation
• More about Speak Up Research Project®external site