Abstract
Assistive technology (AT) has the potential to support the literacy skills of students with disabilities as they participate in the general education curriculum. Empirical evidence is presented to support the use of AT, at least for some students. A case study interwoven within the article illustrates team decision-making regarding software and hardware options for reading and writing skill support. Today's technology can support students with needs in reading, understanding curricular materials, and in writing skills, such as planning, drafting, editing, and publishing. The need for expertise in AT and team knowledge of the student, the environment, and the curriculum is emphasized. The case study illustrates how positive outcomes can result from team collaboration, involving the student, the family, special education and general education teachers, and school administrators.