AvailabilityIt takes a lot of money to fund the use of assistive technology in schools. There are training costs, teacher salaries to pay, and the expenses of constantly improving technology. It also requires extensive testing to determine which students have disabilities and what would be the best course of action to facilitate their learning. For students who attend school in a low-income neighborhood, the facilities they are exposed to are likely not up to higher education standards, or at least cannot compete with the technology of schools in affluent neighborhoods . People with higher incomes live in better areas and pay more taxes, which go in part to the schools their children attend. These schools are more likely to have teachers who are adequately trained in the different technologies used to support students. The socio-economic perspective also highlights the fact that wealthier people will have more resources outside of school to help their children receive the best education possible. Whether it's hiring tutors, investing in computer programs, or simply reviewing children's homework with them, it's often easier for families with higher incomes to provide these resources to their children by difficulty. Teachers must be well trained in the use of necessary technologies. to help students in their classes. Mull and Sitlington stated in a 2003 journal article: Successful integration of computer and assistive technology into special education programs depends on training the professional required to use them, and one cannot expect them to teach students how to use technology if they are themselves. have not been properly taught about its uses. (pp. 26-32) If teachers are poorly trained, or not trained at all, students receive little or no useful help in their learning. There are many different types of technology used to help students be more successful in the classroom. There are programs for proofreading, spell-checking, text-to-speech (Bryant, Bryant & Raskind 1998), Braille calculators, printers and typewriters, and electronic readers (Bryant & Rivera, 1995). Tutors, interpreters, and note takers, to name a few, are also helpful. Other techniques that have been found to be useful in the classroom, as noted in Bryant and Rivera's (1995) study, are teaching and modeling, grading, rewards, materials and resources, structure and activity roles, as well as individual responsibility and collaborative/social skills.