While pupils in need are entitled to technology provision and schools will be anxious to make reasonable provision, there may be a considerable gap between what is theoretically possible, in technical terms, and what may be practically achievable in any given circumstance.

In some cases, unrealistic and unfulfilled expectations lead to frustration and disappointment for all concerned. This must be avoided at all costs, as pupils' experience of technology should be one of progress and achievement. Especially for pupils with a progressive condition, technology is one area where they may experience significant development, rather than regression. In all cases, therefore, there should be a sensible balance between practical skepticism and theoretical optimism!

Implementing assistive technology in the education setting, therefore, has particular challenges. Decisions about what AT devices to use can range from the very simple to the very complex, depending on a wide range of factors. Traditionally, decisions about provision for people with disabilities have been made in isolation by specialists but, in this case, eventual success will be largely determined by the pupil, school and home factors. It is preferable therefore, that pupil, teachers and parents are involved in decision-making as much as is possible.

While the provision of assistive technologies is often considered as a once-off event, it should be considered as an on-going process and part of the case management of the pupil, whose needs will change with growing age, competency, educational demands and improving technologies. Certain factors that may have a crucial bearing on decisions are outlined below, and some of these, such as home circumstances and classroom practicalities, may not be immediately apparent at a formal technology assessment. Assessment and decision-making should, therefore, be as closely linked as possible to the context in which the pupil will use the technology. In most cases, this will be the school and assessment should, therefore, take place in the school whenever possible.

It is difficult to identify one single framework or template1 that will adequately cover the process of evaluating the pupil's technology needs and the development of a strategy that will meet them. However, the following range of factors may be taken as central:

AT provision must often be considered as an on-going process and part of the case management of the pupil, whose needs will change with growing age, competency, educational demands and improving technologies.