The paper presents the outcome of a research project entitled "Technology Transfer for People with Disabilities." The project's objective was to identify transferable assistive technology (AT) and medical design in the architectural and pedagogical fields. The paper aims to investigate the historical and technological development of assistive technology and medical design used in pedagogy for students with physical and intellectual disabilities. assistive technology in education are of paramount importance in facilitating the inclusion of students with disabilities, as they empower them to engage actively and independently within the educational setting. These technologies play an instrumental role in the realization of an inclusive educational environment. Through their utilisation, students with disabilities are able to engage in group and individual tasks with autonomy, obviating the necessity for the support teacher's assistance. Furthermore, the utilisation of assistive technologies facilitates independent socialisation between pupil with disability and their classmates. This fosters a sense of equality and inclusion among students. Assistive technologies are any device, software or item that facilitates communication, participation and learning, and promotes the independence and inclusion of students with disabilities. It is for this reason that the CRPD (Convention on the Rights of Persons with Disabilities) considers access to assistive technology to be a fundamental human right. Despite the importance of assistive technology in the daily lives of frail people, it is predicted that by 2050, 2 billion people will use them. However, they are currently the preserve of only the most affluent. It can be argued that the dissemination of assistive technologies in schools represents an opportunity to reach a larger pool of users and achieve inclusive schooling goals. For instance, an inclusive school can be equipped with refreshable Braille displays and screen readers for visually impaired students. Furthermore, the crucial role these technologies play in the daily lives of pupils with disabilities underscores the need for continuous research, development and implementation of existing technologies.

The origin and invention of these technologies occur in three ways:
(1) niche products invented specifically to support a specific disability;
(2) technologies migrated from fields other than disability;
(3) mainstream products capable of supporting a specific function.

A striking example is the migrations of assistive technology invented and patented in the aerospace field and subsequently migrated to the educational field. NASA spin-offs have played a key role in this field; examples include sensors, visors and control systems. In other cases, assistive technologies, such as glasses or headsets, became a common and socially recognised product. From the evolutionary analysis of assistive technologies conducted during the research project, common criteria used by inventors during the invention and development phase of the technology were derived. These parameters can be used and applied in the future by researchers for the innovation and migration of new technologies in the pedagogical field and thus implement school inclusivity.

Keywords: Technology Transfer, disabilities, Assistive Technologies, inclusive schools, medical design.