How Screen Bans in Schools Affect Students With Disabilities

Takeaways

• Screen bans can unintentionally block disability accommodations when assistive technology lives on phones, tablets, or laptops.
• A schoolwide device policy does not override an Individual Education Plan or Section 504 Plan — students still have a legal right to approved tools.
• Families can reduce conflicts by getting the accommodation language in writing, clarifying exemptions, and documenting staff notification.

As screen restrictions sweep through schools nationwide, students who rely on assistive technology could be caught in the crossfire. Here’s what is happening and what families can do.

For a ninth grader in Concord, California, named Soraya Martin, dyslexia made reading and writing difficult. During this past school year, she started using assistive technology (AT) in the form of speech-to-text software, audiobooks in place of printed pages, and a phone camera to capture notes from the board. The results were dramatic. She earned straight A’s and discovered a passion for creative writing.

Soraya’s story, recently reported by NPR, also highlights a growing tension. Her school introduced a phone ban this past year. Although her Individualized Education Program (IEP) permits her to use her phone to take notes, some teachers were still adjusting to the ban and which students were exempted from it. With multiple classes and teachers throughout the day, it is easy for a student with special needs to run afoul of classroom rules.

Several states have passed laws limiting screens in schools, with some taking effect this year. Some of these laws include exceptions for students with disabilities. However, disability advocates warn that blanket device bans risk violating students’ federal civil rights if they are not carefully implemented.

What Assistive Technology Looks Like in Schools

AT is any tool that helps a person with a disability increase, maintain, or improve their functional abilities. It can range from low-tech items like pencil grips and graphic organizers to features that live on smartphones, tablets, or laptops, the very devices screen bans target. Common examples include:

• Speech-to-text software for students with dyslexia, physical disabilities, or motor challenges
• Text-to-speech and screen reading software for students with visual impairments or reading disabilities
• Augmentative and alternative communication (AAC) devices for students who are nonverbal or have limited speech
• Screen magnification software for students with low vision
• Health monitoring apps and devices for students with diabetes or other medical conditions

The Law Is on Your Side

Federal law provides strong protections. Under the Individuals with Disabilities Education Act (IDEA), every student’s IEP team must consider whether the child needs assistive technology as part of their free appropriate public education (FAPE). If AT is necessary, the school must provide it at no cost to families.

A schoolwide phone ban does not override an IEP. Students who have AT listed in their IEP or in a Section 504 Plan, which covers students who need accommodations but may not qualify for special education, are legally entitled to use that technology. The Americans with Disabilities Act provides additional protection, prohibiting disability discrimination in all public-school programs.

The words “assistive technology” may not appear in your child’s IEP. Schools may use terms like “accommodations,” “supplementary aids and services,” or “program modifications.” The legal protections apply regardless of the language used.

What Families Can Do

If your child’s school adopts a screen ban, here are steps you can take:

• Review the IEP or 504 Plan. Locate every technology tool or device listed and confirm it is documented as a required accommodation. If it is in the plan, your child has a legal right to use it.
• Request an IEP or 504 meeting. You can call a meeting at any time, not just at the annual review. Ask the team to add explicit language stating that the device is exempt from the school’s restriction policy, and to confirm how staff will be notified.
• Gather supporting documentation. A letter from a physician, psychologist, or therapist explaining the disability and the functional role the technology plays can strengthen your case. Progress notes and academic records showing improvement with the device are also useful.
• Put everything in writing. Follow up all conversations with an email summarizing what was discussed. Keep copies of all documents, including IEPs, evaluations, and letters from providers.
• If the school doesn’t comply, escalate. Options include filing a state compliance complaint with your state’s Department of Education, requesting mediation, filing for a due process hearing under IDEA, or filing a complaint with the U.S. Department of Education’s Office for Civil Rights.

The debate over screens in schools will continue to evolve. Screen policies can’t remove legally required accommodations. If a tool is required in the IEP or 504 plan, it must be permitted – and families can enforce that right.

Resources

• Parent Training and Information Centers (PTI). Free advocacy support in every state
• Assistive Technology Act Programs. State AT programs, including device lending
• Wrightslaw. Plain-language guides on special education law
• Council of Parent Attorneys and Advocates (COPAA). Legal resources and attorney referrals
• OCR Complaint Portal. File a Section 504 or ADA complaint