A pupil receives a tool considered useful by adults but finds it difficult to use. I propose we gather his point of view and try alternatives.
In the example, a voice function helps in some tasks and hinders in others. Inclusion requires listening, not just technical availability.
The choice must consider applicable objectives and plans. A support does not become appropriate because it is innovative: it is necessary to verify how it is used and whether it really allows a more autonomous and dignified participation.