The Department for Education (DfE) opened a consultation in March 2026 to seek views on proposals to modernise the way in which assisted software is funded through DSA. The consultation also sought views on the use of AI in supporting disabled students.
The consultation ran from 26 March 2026 to 18 June 2026. The results of the consultation and DfE's response will be published in autumn 2026.
Our response
Our response highlights that any policy or funding decisions must recognise how quickly technology is changing. Software that appears compliant or freely available at one point can change rapidly through updates, new features or revised pricing models. We therefore urge a cautious approach, with clearer national principles, better visibility of AI functionality within assistive software, regular review, and mechanisms for providers to challenge assumptions where tools are not appropriate in their teaching or assessment contexts.
We caution that the proposals rely too heavily on the premise that assistive software is already “readily available” through free, built-in or provider-supplied tools. Availability in principle does not mean usability in practice, and assumes homogenisation of the contexts that students learn in.
We also highlight the risk that, rather than simplifying support, the proposed changes could shift additional burden onto disabled students. Under the model outlined, students may continue to be recommended multiple tools, but increasingly expected to find, combine and manage them independently across different sources. This creates the potential for increased cognitive and administrative load, particularly for neurodivergent students, mature learners, students on short or intensive courses, and those studying in specialist or practice-based settings.
We also stress that the diversity of the higher education sector must be central to any future model. Provider size, subject specialism, delivery model, IT infrastructure and access to specialist resource all affect whether provider-level or mainstream tools can genuinely replace individual DSA-funded support.
A key theme emerging from the feedback we received from IHE Members is that training remains the most powerful lever for improving outcomes. Non-use of assistive technology often reflects a lack of ongoing, embedded and contextualised training - not a lack of need.
We recommend that DSA reform should focus on improving implementation, building staff confidence, and strengthening student support, underpinned by a more coordinated, sector-wide approach to assistive technology training.
Our response to the consultation’s questions on AI reflects feedback from IHE Members, including disability practitioners, learning technologists and quality compliance staff, alongside insights from the IHE Student Advisory Board’s research: Student use of AI in higher education.
Read our full response using the download link below.