a more positive relationship with Sofia’s family. Flexibility and creative planning are also essential, especially as these students transition from elementary to middle school and new logistical challenges—such as SEA transportation—arise. Whitman is already thinking ahead, asking how Sandburg can continue to serve students like Leani creatively and collaboratively with the middle school. In terms of assistive technology, administrators like Whitman recognize both its promise and its strain. The success of tech- nology is highly dependent on the people involved. While many teachers have embraced the robot and welcomed it into their classrooms, others have struggled, particularly when they receive little to no training. The assistive technology (AT) depart- ment’s training typically occurs during the rushed “welcome back” period, replacing teachers’ regular planning time and often leaving them feeling underprepared. As Whitman noted, principals themselves don’t always feel confident with the technology, and there’s an urgent need for deeper, more focused learning that doesn’t compete with other start-of-year demands. Despite these hurdles, teacher buy-in has grown, and the use of robots has become normalized in many classrooms at Willow Creek Elementary, including in specialized areas like music and art, where staff have adapted creatively with support from occupational therapy. Ultimately, Whitman’s advice for other administrators is grounded in empathy and relationship-building. She recom- mends visiting students’ homes to gain a deeper understanding of their experiences and needs, emphasizing that communica- tion must be more frequent and intentional than what is typical for some administrators because homebound students are not physically in the building. Finding the right staff fit is also critical—relationships matter, and trust must be built, even if through trial and error. Supporting homebound students through assistive technology is undeniably a significant invest- ment of time and energy, but as Whitman pointed out, students like Sofia bring valuable resources and perspectives to the school community. With thoughtful planning, open-minded leadership, and a willingness to adapt, administrators can help ensure that all students—regardless of location—receive the education and care they deserve. CONCLUSION Assistive technology, particularly innovations like telepres- ence robots (TPRs), is reshaping how schools support home- bound students by bridging physical distance and fostering meaningful engagement. Through the perspectives of parents, teachers, and administrators, it becomes clear that while the use of assistive technology holds significant promise, its imple- mentation requires intentional planning, strong communica- tion, and a commitment to equity. Parents deeply value the ability for their children to remain connected to peers and
classroom activities, while also expressing concerns about reli- ability and consistency. Teachers, though often overwhelmed by the steep learning curve and logistical demands, recognize the emotional and academic benefits for students and call for more targeted training and ongoing support. Administrators face the complex task of coordinating across multiple roles and systems, advocating for a culture of inclusion, and ensuring that all stakeholders—from special education assistants to fami- lies—are supported and heard. The effectiveness of assistive technology lies in its ability to promote connection, participation, and a sense of belonging for homebound students. However, challenges such as tech- nical issues, insufficient training, and lack of clarity in support systems can often hinder its success. Despite these obstacles, many educators have shared stories of growth, resilience, and joy—highlighting that, when done well, assistive technology can truly transform the learning experience for students who might otherwise be isolated. To improve practice, schools and districts should invest in comprehensive, ongoing professional development tailored to assistive technologies, particularly TPRs. Clear communica- tion protocols and collaborative planning—including early coordination before the school year begins—are essential. Schools must also ensure students at home are fully included in academic and social routines, with modified materials, designated participation opportunities, and regular outreach from teachers. Strengthening family-school partnerships and fostering a culture of experimentation and flexibility can also help reduce the stigma and burden sometimes associated with homebound services. Future research is needed to explore the long-term academic and social impacts of TPR use for homebound students, as well as to assess how different regional policies and resources influ- ence outcomes. Comparative studies across schools or districts could reveal best practices, while research into new technolo- gies might uncover tools better suited for students with varied needs. Ultimately, assistive technology plays a critical role in guar- anteeing that homebound students remain visible, included, and empowered in their education. When implemented with care and collaboration, tools like telepresence robots can not only help students stay on track academically, but can also strengthen their connections to peers, teachers, and the broader school community. The journey to fully equitable access is ongoing, but the continued evolution of technology— paired with compassionate, responsive educational practices— holds the potential to transform how we think about inclusion in all its forms. All identifying information has been changed to protect the privacy and confidentiality of participants.
24 https://www.closingthegap.com/benefits-of-membership/ | February / March, 2026 Closing The Gap © 2026 Closing The Gap, Inc. All rights reserved.
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