Assistive technology training for education professionals in schools and colleges: a scoping review and narrative synthesis

Purpose This scoping review explores the landscape of assistive technology (AT) training for professionals working in special education contexts. Despite the recognised importance of AT in supporting equitable access to learning, the professional preparation and in-service training of teachers and other learner-facing education staff remains inconsistent. Design/methodology/approach Following the PRISMA-ScR framework, a systematic search identified sources exploring or discussing AT training, professional perceptions, and reported outcomes. Findings were mapped across themes including training content, delivery, accessibility and effectiveness. Findings The review highlights that AT training is highly valued by professionals but inconsistently available, with systemic barriers to access and variable recognition of attainment. Pre-qualification training in AT is limited and variable across disciplines, while post-qualification learning or continuing professional development (CPD) is often self-directed or locally developed. Barriers to training include time, funding and lack of awareness of available opportunities. Flexible and blended models, incorporating online and hands-on components, may be effective AT training approaches. Confidence and self-efficacy emerged as the most frequently measured indicators of training success, with several studies reporting gains in these areas following structured training. However, outcome measurement remains inconsistent, and few validated instruments exist to assess AT training effectiveness. Originality/value Across the literature, professionals expressed strong motivation to improve their AT competence but highlighted systemic gaps in formal education, accreditation and expert support. Notably, despite the importance attached by practitioners to training learning support staff, this group may find it harder than others to access training opportunities. Addressing these training gaps is essential to ensure equitable implementation of AT in education. The review identifies priorities for future research, including the development of standardised outcome measures and models for scalable, accredited professional learning in AT.