Education
painful now keep pace using keyboards. Pupils who couldn’t organise their thoughts use digital planning tools to structure work effectively. Te impact runs deeper than task
completion. Teachers report that dependable technology changes how SEND students see themselves. When a student with dysgraphia
can type fluently instead of struggling with a pen, they stop thinking “I can’t write” and start thinking “I can express my ideas.” Tat shiſt from “I can’t” to “I can” matters. It’s the difference between students who avoid participation and those who volunteer answers. Between learners who give up quickly and those who persist.
What happens when they fail When technology fails, SEND students aren’t just inconvenienced. Tey’re disproportionately affected. More than one in ten teachers say device failures disrupt SEND
learning every single week. Over half report interruptions at least two to three times a month. 17% of teachers report that SEND pupils are much more
negatively affected than mainstream students when technology fails, with some becoming unable to continue learning at all. When a device crashes during a writing task, a mainstream
student might be frustrated but can pick up a pen and continue. A student with severe dysgraphia cannot. Te research found that 55% of teachers report students
experiencing frustration or anxiety aſter device failures. 52% see learning routines disrupted. 38% observe students losing confidence in their ability to complete tasks. 30% watch pupils fall behind lesson objectives.
Over time, repeated failures create avoidance. Two in five teachers
have witnessed SEND pupils starting to shy away from tech-based tasks, with 13% reporting clear patterns of withdrawal. As homework, assessments and resources increasingly move online, this avoidance becomes a serious barrier.
What teachers say they need When asked what matters most in technology for SEND education, 63% of teachers put consistent, reliable performance at the top of their list. For SEND learners, a device that might work isn’t good enough. It must work every time. Other priorities include specialist accessibility soſtware pre-installed (42%), ease of repair to minimise downtime (42%), and around a third emphasising training and rugged designs that survive rucksacks and busy corridors.
Just 13% choose lowest cost as their main factor.
Making the right choice As SEND numbers continue rising, the question for schools is no longer whether to use technology to support inclusion. Tat decision has been made. Te question is whether the technology you choose is reliable enough to deliver on that commitment. When devices work, students participate
more fully, complete work more independently and believe they can succeed. When devices fail repeatedly, the students who depend on them most are leſt furthest behind. ASUS devices are designed with reliability
at their core. Modular designs allow quick repairs. Extended battery life minimises interruptions. Robust builds survive the realities of school life
www.pcr-online.biz March/April 2026 | 19
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