Twenty-first century teachers working with diverse readers are often faced with the question of how to integrate technology in reading instruction that meets the needs of the techno-generation. Are today's teachers equipped with the knowledge of how to effectively use Assistive Technologies (AT) for reading? This position paper discusses AT for reading as a vital component to reading education courses, and posits that AT for reading is not for students with disabilities alone. Thus, its usage should not be limited to special education professionals, but all reading professionals should embrace AT, teach students about it, and explore its use with diverse readers in the inclusive classroom.