Abstract
This review discusses how teacher knowledge of assistive technology significantly impacts student success with assistive technology and that many teachers enter the field feeling unprepared to implement these technologies with students. This article explores the University of Arkansas at Pine Bluff’s process in setting up an assistive technology laboratory for students to explore. Historically Black Colleges and Universities (HBCU) are currently working harder since the COVID-19 pandemic to address challenges within their communities with accessing updated technology. As well as engaging students and the communities through increasing knowledge about digital and assistive technology by utilizing hands-on techniques. Such experiential learning opportunities are vital to the success of rehabilitation counseling professionals and educators. This paper explores how the lab is set up and the engagement activities to provide a foundation for those looking to develop a comparable lab. Key words: Student success, access, experiential, engagement, educators
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