Screens are leaving schools fast, though some students with disabilities rely on them

Schools across the United States are removing digital devices from classrooms as part of a broader movement to reduce screen time, but the push creates a dilemma for students with disabilities who depend on assistive technology to access education.

Students who are blind, deaf, have dyslexia, or experience other disabilities often rely on screen-based tools like text-to-speech software, screen readers, and digital magnification to participate in lessons alongside their peers. These technologies convert written material into audio, enlarge text, or provide other accommodations that make curriculum accessible.

The anti-screen movement, which gained momentum among educators and parents concerned about distraction and mental health impacts, risks leaving disabled students behind. When schools eliminate tablets, laptops, and other devices, they may inadvertently remove the very tools that level the playing field for students with disabilities.

Education advocates warn that broad device restrictions without carve-outs for accessibility needs could violate the Individuals with Disabilities Education Act and Section 504 of the Rehabilitation Act. These federal laws require schools to provide necessary accommodations and ensure disabled students have equal access to education.

Some school districts attempting to balance these concerns are creating exceptions for students with documented disability needs while implementing device limitations for other students. Others are exploring alternative approaches, such as allowing assistive technology while restricting recreational screen use.

The tension reflects a larger challenge in education policy: applying blanket solutions without accounting for students whose needs differ from the majority. Disability advocates emphasize that the solution requires nuance. Schools can reduce unnecessary screen exposure while preserving access to assistive technology that students with disabilities need to learn.

Parents of disabled children report anxiety about what happens when schools remove devices without clear plans for maintaining accessibility accommodations. Some worry their children will fall further behind academically if assistive technology disappears from classrooms.

Moving forward, education leaders face pressure to craft policies that address both screen time concerns and