Using technology can support scholars with disabilities to advance and improve their individuality in academic and employment tasks. Technology also benefits their involvement in classroom debates, along with helping them to accomplish some tough academic responsibilities. This paper confers the role and benefits of using assistive technology in the Universal Design for Learning (UDL), in academic skills, and in transition services. A summary of the significant principles that need to be considered in the integration of technology in educating or training students with disabilities is provided.“The world of education is currently undergoing a massive transformation as a result of the digital revolution”. Because of this “digital revolution,” it is both vital and practical to make use of the availability and accessibility of technology in designing educational or training programs. Technology has the potential to contribute to a improved quality of life for students with intellectual disabilities, which is more than just a matter of convenience. The use of technology in education is foreseeable; it is only a matter of time before schools will fall behind unless they try to catch up. Students spend long hours of their day outside school using technology, so is it practical to expect them to come to school and find themselves in the world of no technology and feel attracted to this world. In addition to the factor of attractiveness, there is also the success of using technology, which has been proven through some studies. For instance, Patton and Roschelle (2008) argue that digital textbooks offer a better alternative than traditional textbooks because they can provide instant feedback, interactive representations, and the system of universal design for learning (UDL).
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