Assistive technology is, according to the internationally accepted definition, an umbrella term for an object, piece of equipment or system of products that can be modified, purchased commercially and all related services with the purpose of encouraging, maintaining or improving the functional skills of children with developmental disabilities, people with disabilities and the elderly person. The introduction of assistive technology in schools enables inclusive education. For students with disabilities, assistive technology affects better functioning, greater participation in activities, promoting social inclusion and increasing participation in education, the labor market and everyday life. Also, internationally, an increasing number of students with disabilities access education and actively participate in it. The implementation of assistive technology refers to the ways in which assistive technology devices and services are included in the student's daily life. In order not to reject AT by users, a team approach is needed. This paper will describe the MPT assessment model (Matching Person and Technology) and a version of the MPT model, the MATCH (Matching Assistive Technology and Child) model. The MATCH assessment model, like the MPT model, focuses on three key areas that have been found to have the greatest impact on the successful use of assistive technology. These are the characteristics of the child and parents who will be the users of the technology, the characteristics of the technology itself and the environment in which assistive technology will be used. The user, the technology and the environment or environment of use, can contribute or positively or negatively influence the use of technology.