There are many case reports on the support use of Assistive Technology Devices for children with disabilities reading and writing. On the other hand, there are no reports on the introduction and use of AT Devices in examinations such as school entrance examination and mid-term / end-of-term tests, which are conducted at school level. Therefore, the purpose of this study is to report on our project to make use of AT as an alternative support for reading and writing during exams at a public junior high school, where we used exploratory approach within the PDCA cycle to find challenging issues around introduction of AT Devices in exams and to solve them. It was inferred that, in order to examine ongoing practice, it was necessary to consider the following three perspectives: the setting of an independent implementation environment within the implementing school; the educational evaluation and awareness of AT use among teachers; and AT use skills of examinees at the time of the examinations. By examining the requirements from each of these perspectives, we aim to help ensure that AT is appropriately used in school tests at many schools in the future.