Unlocking Learning for Every Child: Why Accessibility Tools Belong in Each and Every Classroom
When we talk about accessibility tools across Rainbow, the phrase means exactly what it says on the tin: these are tools designed to help children access learning and navigate the classroom with independence.
Across our trust, we have invested in Read&Write for Chrome and iPad so that pupils have a reliable set of digital supports at their fingertips. But if there is one core message I want to share, it is this: accessibility tools are for each and every child, not just a select few.
Essential for Some, Beneficial for All
Of course, these digital features are essential for our pupils with SEND, those learning English as an Additional Language (EAL), or children facing socio-economic disadvantages. They provide vital adaptive resources that ensure equity in our classrooms. However, a tool that is essential for one child can easily benefit everyone else.
Think about our daily reality in your school. What about the pupil who arrived at school tired after a poor night's sleep? The child who missed breakfast? Or the student who is feeling temporarily overwhelmed by a dense piece of text? On any given day, any child can experience a barrier to learning. We know that attendance is our priority, but we also know it is a symptom of more complex problems. Accessibility tools are one tool in our armoury to remove barriers that children may face, which is stopping them from attending school.
While we will always direct specific pupils to use these tools, all pupils should be taught how to use them independently. Normalising tool use across the entire classroom removes any lingering stigma - this is true invisible inclusion. It creates an inclusive environment where choosing support is seen as smart, independent learning, rather than something "different." Anecdotally, I had the privilege of teaching one child who regularly accessed the dictionary and AI text amending tools.. The tools that this child used, who you would define as working above the national expectations at the end of KS2, removed a different type of barrier - a barrier that was stopping their thirst for knowledge being fulfilled.
What Does This Look Like in Practice?
Read&Write provides a rich suite of tools across both iPads and Chromebooks that seamlessly blend into everyday learning:
Read Aloud & Screen Readers: By converting written text into spoken words, pupils can access age-appropriate, rich texts even if their decoding skills are still developing. It allows them to demonstrate high-level comprehension without being blocked by reading fluency.
Speech-to-Text (Dictation): For children whose verbal ideas far outpace their handwriting or typing stamina, dictation lets their brilliant thoughts flow onto the screen without frustration.
Picture Dictionaries: As teachers, we often try to explain an unfamiliar term, only to use more complex words or words they may not fully grasp, and as such accidentally deepen a child's misconception. A picture dictionary provides an immediate visual reference point, bridging understanding instantly.
Translation Tools: These offer immediate reassurance and clarity for EAL learners, helping them connect new English vocabulary with their primary language.
Predictive Text & Marking Tools: Predictive text builds spelling confidence, while digital highlighting and marking tools allow pupils to organise information, summarise main ideas, and self-edit their work effectively.
Screen Readers: This simple tool provides a coloured visual overlay, which the children can adapt to meet their needs. Alternatively, pupils can choose to black out sections of text to help reduce cognitive overload.
Building Metacognitive, Independent Learners
Beyond providing immediate support, integrating accessibility tools gives us a powerful vehicle to develop metacognition and self-regulation in our young learners. When we explicitly teach children how and when to choose a tool, we encourage them to monitor their own learning process.
Instead of waiting passively for an adult to step in, a pupil learns to ask themselves: Do I need Read Aloud because my reading stamina is low today? Would the Picture Dictionary help me understand this science vocabulary? This subtle shift transforms pupils from passive consumers of support into active, self-aware managers of their own learning journeys—a skill that will serve them long after they leave our primary schools.
A Quick Win for Your Classroom
You don’t need to transform every lesson overnight. A great starting point is introducing a "Tool of the Week" routine in lessons, assemblies or staff briefings.
Focus on modelling just one feature—such as Dictation or the Screen Mask—for five minutes on Monday. Encourage yourself to use it in whole-class modelling, and watch how quickly children adopt it across Chrome and iPad activities during independent practice.
Moving Forward Together
By embedding accessibility tools into our daily primary practice, we aren't just using technology—we are building resilient, self-aware learners who know how to help themselves when learning gets tough.
Together, we can ensure each and every child in our trust has the key to ignite their learning and unlock their full potential.
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By Phil Moss
Trust Digital Director