“世界教育正在经历一场巨大的转换结果的数字革命”(柯林斯&霍尔沃森,2009,p . 1)。因为这个“数字革命”,它既是重要的和实际使用技术的可用性和可访问性在设计教育或培训项目。技术有潜力提高智力障碍学生的生活质量，这不仅仅是一个方便的问题(Wehmeyer, Palmer, Smith, Davies， & Stock, 2008)。技术在教育中的应用是可以预见的;学校落后只是时间问题，除非他们努力赶上。学生们每天花很长时间在校外使用科技，所以期望他们来到学校，发现自己在一个没有科技的世界，并感到被这个世界所吸引，这是可行的。除了吸引力的因素，还有利用技术的成功，这已经被一些研究证明。例如，Patton和Roschelle(2008)认为，数字教科书提供了比传统教科书更好的选择，因为它们可以提供即时反馈、交互式表示和通用学习设计系统(UDL)。继续以传统的方式提供教育和培训，使用几个世纪以来使用的同样的工具，正在影响这些项目的结果，使它们远远落后于劳动马克所强调的。因此，用最新的技术工具和设备更新学校项目，无论残疾学生还是无残疾的学生，都变得至关重要。确保残疾学生准备好迎接高等教育的挑战是非常重要的(Stodden, Conway， & Chang, 2003);许多技术工具可以尽可能地增加残疾学生以更少的困难实现这些挑战的可能性。在很多情况下，为残疾学生调整合适的辅助技术可以节省时间和精力。忽视存在的设备和工具,可以帮助残疾学生启用和最大化他们的教育和学术成果也可以阻止学生有机会达到最佳性能,或者至少使他们更自信而承担一些任务,使用低技术辅助技术可以很容易完成。
“The world of education is currently undergoing a massive transformation as a result of the digital revolution” (Collins & Halverson, 2009, p. 1). 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 (Wehmeyer, Palmer, Smith, Davies, & Stock, 2008). 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).Continuing to deliver education and training in the traditional way and using the same tools that have been used for centuries is affecting these programs’ outcomes and making them fall far behind what the labor mark stresses. So, updating school programs with recent technological tools and devices for both students with and without disabilities has become essential.It is very important to ensure that students with disabilities are prepared to meet the challenges of postsecondary settings (Stodden, Conway, & Chang, 2003); many technological tools could increase, as much as possible, the possibilities for students with disabilities to achieve these challenges with fewer difficulties. In many cases adjusting the right assistive technology for students with disabilities could save time and effort. Ignoring the existence of devices and tools that can help students with disabilities enable and maximize their educational and academic gains can also stop students from having opportunities to reach their maximum performance, or at least to make them more confident while undertaking some tasks that can be done easily using low-tech assistive technology.