The transformation of educational systems in the twenty-first century demands inclusive, flexible, and technology-enabled approaches capable of addressing diverse learner needs. Adaptive and Assistive Technologies (AT) have emerged as powerful tools for promoting equitable participation and improving learning outcomes for students with disabilities and diverse learning profiles. However, ineffective selection, inadequate contextual analysis, and lack of systematic implementation often lead to device abandonment and limited educational impact. The Student–Environment–Tasks–Tools (SETT) framework, provides a structured decision-making model that supports collaborative, need-based, and context-sensitive selection of assistive technologies. It highlights the importance of student-centred planning, environmental analysis, layered technology solutions ranging from low-tech to AI-enabled tools, and data-based evaluation in ensuring effective AT integration. The study concludes that systematic application of the SETT framework significantly enhances accessibility, learner independence, and sustainable quality improvement in inclusive education systems.