It is clear that the assistive technology is a lifeline that can increase the opportunities for students to educate themselves and to interact with the society with confidence even after disabilities. It can also be said that the assistive technology is also used as an evaluation process for students. It helps to evaluate students with disabilities (Anogianakis, Buhler, & Soede, 1997). Therefore, teachers in XYZ School are using this technology for two purposes. One is to teach in a different and easy manner to the disabled students and secondly to evaluate those students. The reason behind this is that it was very difficult to evaluate the disabled students especially those who have lack of their motor skills. In addition, all those students who have physical, sensory or cognitive disabilities, they face barriers to learning. Therefore, it will not be incorrect to state that use of assistive technology is helpful in the evaluation process. It provides the accurate and fair results, and it is easy for students and teachers (Federici & Scherer, 2012).
On the other side, for the progress monitoring of all students in the school the use of the latest technology is essential for teachers especially. The reason behind it is that technology systems assists in strengthening of the process to be implemented for making instructional decisions for the student’s progress. The increased use of technology in the school system allows teachers to meet the diverse needs of children in a unique and interesting manner (Salvia, Ysseldyke, & Bolt, 2009).