I refer the hon. Member to the answer I gave on 30 June 2026 to Questions 1004.

The report Research and development work relating to assistive technology: 2024 to 2025 is updated annually to cover developments in priority setting and funding, current and planned funding schemes, and national action plans or service changes to improve the use of assistive technology.

The Department invests significantly in research through the National Institute for Health and Care Research, the Department's research operational arm. The latest report, covering the period from 1 June 2024 to 31 May 2025, has been produced by the National Institute for Health and Care Research under the direction of the Department.

I refer the hon. Member to the answer I gave on 30 June 2026 to Questions 1004.

The report Research and development work relating to assistive technology: 2024 to 2025 is updated annually to cover developments in priority setting and funding, current and planned funding schemes, and national action plans or service changes to improve the use of assistive technology.

The Department invests significantly in research through the National Institute for Health and Care Research, the Department's research operational arm. The latest report, covering the period from 1 June 2024 to 31 May 2025, has been produced by the National Institute for Health and Care Research under the direction of the Department.

The report Research and development work relating to assistive technology: 2024 to 2025 is updated each year to reflect newly funded research. It is published annually in December, with data curated by the National Institute for Health and Care Research (NIHR) in collaboration with other Government funders.

The report is updated annually to cover developments in priority setting and funding, current and planned funding schemes, and national action plans or service changes to improve the use of assistive technology. It also includes recommendations to inform future assistive technology research and planned work arising from funded projects. The relevant Government funders are responsible for monitoring the projects listed in the report. Ministerial responsibility for monitoring and uptake sits with the Parliamentary Under-Secretary of State for Health Innovation and Safety.

NIHR Open Data is a website managed by the NIHR, the research arm of the Department, to promote the transparency and accessibility of NIHR-funded research.

Since 2023, NIHR Open Data has hosted the Assistive Technologies dataset, which allows funded studies to be filtered by assistive technology research ‘focus areas’. The NIHR does not hold data on how many mobility products have been monitored or subsequently adopted by the National Health Service. The NIHR Open Data dataset is available as supplementary material to the statutory report and can be searched, filtered, and downloaded. Further information is available on the NIHR’s website.

Supporting disabled students to access and succeed in higher education remains a government priority. The department’s consultation on assistive software funded through the Disabled Students’ Allowance (DSA) seeks to gather evidence on how best to modernise the support provided, taking into account the significant advances in technology in recent years.

The proposals in the consultation envisage that assistive software will continue to be funded through DSA where there is an additional disability-related need for it that cannot be met by any other software available to the student free of charge. The consultation closed on 18 June and no policy decisions on changes have yet been made.

We have undertaken an initial Equality Impact Assessment (EIA), the key points of which are set out in the consultation document. We intend to expand and update the EIA further as we gather more evidence of impacts through the consultation process. This will then be used to inform final policy decisions following the consultation.

Supporting disabled students to access and succeed in higher education remains a government priority. Disabled Students’ Allowance (DSA) provides support to remove disability-related barriers to learning, enabling students to demonstrate their full academic potential. DSA-funded support is designed to meet disability-related needs and promote independence in study through appropriate equipment, assistive software and support.

The consultation recognises that paid-for assistive software and free-to-access tools are not necessarily equivalent in all cases. A key purpose of the consultation is to understand the extent to which advances in mainstream functionality can appropriately meet disability-related needs and where specialist software continues to be required. The department has not made a final assessment of the adequacy of these tools, as we are seeking evidence of this through the consultation process.

The consultation seeks views on how exceptional cases should operate in practice and which circumstances might be considered exceptional to help inform our approach. The intention is to ensure provision is appropriately targeted and represents value for money. Decisions would continue to be made on a case-by-case basis.

The consultation provides an opportunity for both disabled students and stakeholders to share their experiences and views in detail. In addition, the department has undertaken further engagement, including a survey with students who have received DSA funding to ensure that their views are fully considered.

Supporting disabled students to access and succeed in higher education remains a government priority. Disabled Students’ Allowance (DSA) provides support to remove disability-related barriers to learning, enabling students to demonstrate their full academic potential. DSA-funded support is designed to meet disability-related needs and promote independence in study through appropriate equipment, assistive software and support.

The consultation recognises that paid-for assistive software and free-to-access tools are not necessarily equivalent in all cases. A key purpose of the consultation is to understand the extent to which advances in mainstream functionality can appropriately meet disability-related needs and where specialist software continues to be required. The department has not made a final assessment of the adequacy of these tools, as we are seeking evidence of this through the consultation process.

The consultation seeks views on how exceptional cases should operate in practice and which circumstances might be considered exceptional to help inform our approach. The intention is to ensure provision is appropriately targeted and represents value for money. Decisions would continue to be made on a case-by-case basis.

The consultation provides an opportunity for both disabled students and stakeholders to share their experiences and views in detail. In addition, the department has undertaken further engagement, including a survey with students who have received DSA funding to ensure that their views are fully considered.

Supporting disabled students to access and succeed in higher education remains a government priority. Disabled Students’ Allowance (DSA) provides support to remove disability-related barriers to learning, enabling students to demonstrate their full academic potential. DSA-funded support is designed to meet disability-related needs and promote independence in study through appropriate equipment, assistive software and support.

The consultation recognises that paid-for assistive software and free-to-access tools are not necessarily equivalent in all cases. A key purpose of the consultation is to understand the extent to which advances in mainstream functionality can appropriately meet disability-related needs and where specialist software continues to be required. The department has not made a final assessment of the adequacy of these tools, as we are seeking evidence of this through the consultation process.

The consultation seeks views on how exceptional cases should operate in practice and which circumstances might be considered exceptional to help inform our approach. The intention is to ensure provision is appropriately targeted and represents value for money. Decisions would continue to be made on a case-by-case basis.

The consultation provides an opportunity for both disabled students and stakeholders to share their experiences and views in detail. In addition, the department has undertaken further engagement, including a survey with students who have received DSA funding to ensure that their views are fully considered.

Supporting disabled students to access and succeed in higher education remains a government priority. Disabled Students’ Allowance (DSA) provides support to remove disability-related barriers to learning, enabling students to demonstrate their full academic potential. DSA-funded support is designed to meet disability-related needs and promote independence in study through appropriate equipment, assistive software and support.

The consultation recognises that paid-for assistive software and free-to-access tools are not necessarily equivalent in all cases. A key purpose of the consultation is to understand the extent to which advances in mainstream functionality can appropriately meet disability-related needs and where specialist software continues to be required. The department has not made a final assessment of the adequacy of these tools, as we are seeking evidence of this through the consultation process.

The consultation seeks views on how exceptional cases should operate in practice and which circumstances might be considered exceptional to help inform our approach. The intention is to ensure provision is appropriately targeted and represents value for money. Decisions would continue to be made on a case-by-case basis.

The consultation provides an opportunity for both disabled students and stakeholders to share their experiences and views in detail. In addition, the department has undertaken further engagement, including a survey with students who have received DSA funding to ensure that their views are fully considered.

Supporting disabled students to access and succeed in higher education remains a government priority. Disabled Students’ Allowance (DSA) provides support to remove disability-related barriers to learning, enabling students to demonstrate their full academic potential. DSA-funded support is designed to meet disability-related needs and promote independence in study through appropriate equipment, assistive software and support.

The consultation recognises that paid-for assistive software and free-to-access tools are not necessarily equivalent in all cases. A key purpose of the consultation is to understand the extent to which advances in mainstream functionality can appropriately meet disability-related needs and where specialist software continues to be required. The department has not made a final assessment of the adequacy of these tools, as we are seeking evidence of this through the consultation process.

The consultation seeks views on how exceptional cases should operate in practice and which circumstances might be considered exceptional to help inform our approach. The intention is to ensure provision is appropriately targeted and represents value for money. Decisions would continue to be made on a case-by-case basis.

The consultation provides an opportunity for both disabled students and stakeholders to share their experiences and views in detail. In addition, the department has undertaken further engagement, including a survey with students who have received DSA funding to ensure that their views are fully considered.

The department is committed to supporting the effective use of assistive technology to help children and young people with special educational needs and disabilities (SEND) achieve and thrive in mainstream education. We recognise that assistive technology can play a key role in removing barriers to learning, and many education settings are already using it for this purpose, as well as to build confidence, independence and promote greater inclusion.

We are supporting settings to make informed decisions about assistive technology and increase confidence. For example, we have invested over £1.6 million to pilot assistive technology lending libraries in 30 local authorities, enabling up to 3,800 mainstream settings to trial products with pupils before purchasing.

Training on assistive technology is included in the mandatory Initial Teacher Training and Early Career Framework from September 2025, and the NPQ for special educational needs coordinators (SENCOs) includes content on how it can support teaching and learning for pupils with SEND. We are also developing introductory assistive technology training materials with sector partners to support effective use in the classroom.

Supporting disabled students to access and succeed in higher education is a government priority. Disabled Students’ Allowance (DSA) provides support to remove disability-related barriers to learning, enabling students to access academic opportunities. DSA-funded support is designed to meet disability-related needs and promote independence in study through appropriate equipment, assistive software and support.

The department’s consultation on assistive software funded through DSA seeks to gather evidence on how best to modernise the support provided, taking into account the significant advances in technology in recent years.

A key purpose of the consultation is to understand the extent to which advances in mainstream functionality can appropriately meet disability-related needs and where specialist software continues to be required. The intention is to ensure provision is appropriately targeted and represents value for money.

The department has not made a final assessment of the adequacy of free-to-access tools as we are seeking evidence of this through the consultation process.

Supporting disabled students to access and succeed in higher education is a government priority. Disabled Students’ Allowance (DSA) provides support to remove disability-related barriers to learning, enabling students to access academic opportunities. DSA-funded support is designed to meet disability-related needs and promote independence in study through appropriate equipment, assistive software and support.

The department’s consultation on assistive software funded through DSA seeks to gather evidence on how best to modernise the support provided, taking into account the significant advances in technology in recent years.

A key purpose of the consultation is to understand the extent to which advances in mainstream functionality can appropriately meet disability-related needs and where specialist software continues to be required. The intention is to ensure provision is appropriately targeted and represents value for money.

The department has not made a final assessment of the adequacy of free-to-access tools as we are seeking evidence of this through the consultation process.

The department engaged with disability experts who support disabled students to gather feedback on the removal of non-specialist spelling and grammar software from Disabled Students’ Allowance (DSA) funding, in advance of a decision being taken. The decision followed a detailed review which found that free-to-access versions now offer the required spelling and grammar support functionality to meet students’ disability-related needs.

DSA will continue to fund spelling and grammar software in exceptional circumstances where there is a specific disability-related need that cannot be met by the functionality and software already available to a student, to ensure that a student in this position will still be able to access the required software through DSA funding. The equality impact assessment is attached to this response.

The department engaged with disability experts who support disabled students to gather feedback on the removal of non-specialist spelling and grammar software from Disabled Students’ Allowance (DSA) funding, in advance of a decision being taken. The decision followed a detailed review which found that free-to-access versions now offer the required spelling and grammar support functionality to meet students’ disability-related needs.

DSA will continue to fund spelling and grammar software in exceptional circumstances where there is a specific disability-related need that cannot be met by the functionality and software already available to a student, to ensure that a student in this position will still be able to access the required software through DSA funding. The equality impact assessment is attached to this response.

The Government recognises the significant beneficial impact of technology on patient care. Analysis shows that hospitals that make the changes to plug their systems and processes into the NHS App key features alongside broader clinical, operational, and digital transformation have improved elective care waiting times. However, we need to go much further in our modernisation of the health system and so, as set out in our 10-Year Health Plan, £10 billion has been dedicated to technology and digital transformation by 2028/29.

This investment will further drive National Health Service productivity improvements, including freeing up staff time, rolling out a new single patient record which would allow providers to access a comprehensive patient record, seamlessly integrating artificial intelligence (AI) into most clinical pathways, including AI Assisted Triage for ensuring people’s needs are identified early and matched to the right level of care straightaway, and upgrading the NHS App to give patients more information, choice, and control over their care.

To help assess the use of technologies in adult social care, the Government has funded testing and evaluation of technologies in social care, including falls prevention and detection, through the Adult Social Care Technology Fund. Emerging evidence from Government-funded independent evaluations indicates that sensor-based technologies help people live at home for longer and can prevent falls and “long lies” in care homes by between 37% to 49%, as well as reduce hospital admissions and free up staff time. We will publish the findings from these projects this year.

The department’s consultation will enable disabled students and sector stakeholders to provide detailed feedback on our proposals. In addition, the department is undertaking a survey of students who are currently in receipt of Disabled Students’ Allowance to ensure that their thoughts and experiences are taken into account.

The department recognises the importance of understanding the effectiveness of specialist assistive technology and is using the consultation to gather further evidence and input in this area.

The consultation remains open until 18 June, and all feedback received will be carefully considered before any final decisions are taken.

The anecdotal feedback referenced in the consultation document reflects issues raised through routine engagement activities, including meetings and discussions with delivery partners, sector bodies and other stakeholders. It would not be appropriate to identify individual contributors, and no quantified count of cases has been compiled. No assessment has yet been made of the extent to which students feel overwhelmed by the volume of recommended support because the department is currently gathering the evidence that would be required to support such an assessment.

The rationale underpinning the proposed policy position that assistive software is widely available is explained in the consultation document, which is available here: https://consult.education.gov.uk/disabled-students-allowance-team/assistive-software-funded-through-disabled-student/supporting_documents/assistive_software_funded_through_dsa_consultation_march_2026pdf.

It also sets out proposals relating to considerations around the accessibility and suitability of commonly available software for students with different disabilities. Decisions on how it would be determined that a student’s disability-related needs cannot be met by such software before specialist provision is funded would be made following the conclusion of the consultation process.

An initial equality impact assessment of the proposed changes is included in the consultation document, and the department intends to develop and refine this further as the consultation progresses.

The anecdotal feedback referenced in the consultation document reflects issues raised through routine engagement activities, including meetings and discussions with delivery partners, sector bodies and other stakeholders. It would not be appropriate to identify individual contributors, and no quantified count of cases has been compiled. No assessment has yet been made of the extent to which students feel overwhelmed by the volume of recommended support because the department is currently gathering the evidence that would be required to support such an assessment.

The rationale underpinning the proposed policy position that assistive software is widely available is explained in the consultation document, which is available here: https://consult.education.gov.uk/disabled-students-allowance-team/assistive-software-funded-through-disabled-student/supporting_documents/assistive_software_funded_through_dsa_consultation_march_2026pdf.

It also sets out proposals relating to considerations around the accessibility and suitability of commonly available software for students with different disabilities. Decisions on how it would be determined that a student’s disability-related needs cannot be met by such software before specialist provision is funded would be made following the conclusion of the consultation process.

An initial equality impact assessment of the proposed changes is included in the consultation document, and the department intends to develop and refine this further as the consultation progresses.