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The Technology-Related Assistance for Individuals with Disabilities Act of 1988 defines assistive technology devices as any item, piece of equipment, or product system, whether acquired commercially, modified, or customized, that is used to increase, maintain, or improve functional capabilities of individuals with disabilities. The promise offered by this law is that a student with a disability will be offered any assistive devices and services necessary to enhance his or her educational experience. Although there is general agreement that technology is educationally beneficial, the research results have not strengthened the case for its impact on teaching children with disabilities. However, Edwards not only encourages an expanded use of technology in education, but also offer several reasons why its continued use is justified. For example, he believes that technologically based methods have promoted several motivational strategies such as gaining learner attention, getting learners to create their own technologically based products, and empowering learners to take control of their own learning. He also contends that technology can facilitate unique learning environments, make traditional learning environments more powerful and more effective by linking learners to information sources, help learners visualize problems and solutions, and connect learners to learning tools. While most agree that technology has obvious appeal for improving educational outcomes for students, teachers must ensure that it accommodates the specialized needs of students with disabilities. The diversified needs of students with various disabilities (e.g. behavior disorders, mental retardation, blind or vision impairment, deafness and so on) require different technological resources and applications. For example, assistive technology devices have been designed to bypass the need to type for learners with physical disabilities that effect their hands. One should consider the following factors when selecting and using assistive devices. The user should ensure that the assistive device can be integrated into the student's instructional program, can endure rapid technological changes and, if warranted, can be upgraded, and can be easily maintained and that technical support, repair or maintenance is readily available. Additionally, school districts should ensure that teachers receive the necessary training and support for employing assistive devices and services so that teachers can provide students with the necessary motivation to use assistive devices.