*2.3.1 In-school and using tech*

There is some work on the use of different assistive technologies to support young people with SpLD, in UK education settings. However, much of the research uses incomparable metrics, epistemologies and methodologies, making it impossible to draw robust conclusions on what technology is best-suited to different learners [19]. Young people may have access to different technologies according to their statutory EHCP support measures. However, a substantial barrier to the use of assistive technology in schools is the cost; even for technology, this cost factor has a high impact on both well-being and academic outcomes [30–34]. The same can be said of 1:1 or small-group instruction [35]. Thus, we can see that some effective support interventions are prohibitively costly and therefore, many young people do not have sufficient access to them.
