Introduction
Accessing digital and assistive technologies can be challenging for people with learning disabilities, autistic people and those with mental health conditions. There is limited national guidance and both individuals and care providers often struggle to navigate what is available and how to use it effectively. The original guidance was developed in response to surveys carried out in 2024 with people using learning disability and autism services, as well as providers across supported living, day opportunities, and other care settings. This document was updated in Spring 2026 to incorporate findings from ARC England’s co‑produced AI research focus groups, supported by the Sheffield University IMPACT programme.
These surveys highlighted the wide range of technologies already supporting people such as communication tools, smart home devices, mobile apps and wearables and the growing potential of digital solutions to promote independence, safety and wellbeing. They also showed that the care technology landscape is evolving rapidly, driven by workforce pressures, digital innovation and a strong focus on person centred care. However, technology must be implemented in ways that prioritise the needs, rights and preferences of the people receiving support. Our primary driver must be to promote independence, choice and control.
A consistent message from participants was the need for greater choice in how technology is used to support daily life. People want solutions that enhance autonomy, enable informed decision making and respect their rights. At the same time, concerns were raised about the collection and sharing of personal information across services, reinforcing the need for transparency and accessible information.
Purpose of this guidance
This guidance aims to support personalised, ethical and inclusive technology adoption. It emphasises approaches that recognise sensory and cognitive differences, communication styles and individual goals. By identifying and addressing barriers such as challenges with multi‑factor authentication (MFA) it seeks to improve accessibility, strengthen engagement and promote co‑production with the people who will use the technology.
It provides a structured, person centred approach to personalised technology assessments. It supports providers to identify where technology may help, understand individual accessibility needs, select appropriate solutions and ensure safe, ethical implementation. It emphasises co‑production, transparency, digital accessibility and the least restrictive approach.
Its key objective is to help care and support providers offer greater service choice, ensuring that technology enhances people’s lives and how they are supported.
Primary Stakeholders for this guidance
- People with learning disabilities, autism or mental health conditions
- Care providers and support workers
- Families and caregivers
- Technology developers and service providers
Contents of this guidance
This guidance is organised into modular sections so users can easily access the specific areas they need. It includes:
- Person centred assessment – focuses on strengths, goals, communication styles, sensory needs and daily living requirements.
- Clear identification of technology requirements – accessibility, robustness and compatibility with existing systems.
- Informed solution selection – considers integration, reliability, sustainability, data protection and potential restrictions.
- Strong emphasis on consent and autonomy – recognises the diverse abilities and support needs across the population.
- Ongoing review – ensures that technology continues to meet outcomes as people’s needs and circumstances change.
- Training and support – ensures that people and staff have the skills, confidence and knowledge to use technology safely, effectively and in ways that promote independence.
- Appendix 1: Personalised Technology Assessment – Framework
- Appendix 2: Multi-Factor Authentication Checklist – Assessing Barriers with Multi‑Factor Authentication
- Appendix 3: Technologies, Case Studies and Further Resources
You must be logged in to post a comment.