Although underexplored, the benefits of technology for SLD students is dramatic. For many, this technology offers students greater autonomy, since they can use assistive technology to replace dependence on others (Day and Edwards). Assistive technology enables "individuals with learning disabilities to compensate for reading, organization, memory, or math deficits" (Day and Edwards). For example, in the past a student with dyslexia, who has difficulty reading assignments, usually relied on audio books or tutors to read assignments. With text to speech programs, which read back text displayed on a computer screen, these students can now control more of their educational experience. The challenge is that many SLD students do not know what services a campus will offer. While teachers do not have to know all the adaptive services available on campus, they should at least be aware of where the support services department is located, so they can refer students there. Regardless of the specific tool used, the benefit of assistive technology is that is enables "students with learning disabilities to express themselves at levels commensurate with their intelligence" (Day and Edwards, emphasis added).

In the Journal of Learning Disabilities, Sheryl Day and Barbara Edwards provide a brief description of various assistive technologies:

The technologies available include word processors with spell checking, proofreading, abbreviation expanders (programs that allow students to type abbreviations for frequently used words or phrases and press the space bar to produce the complete word or phrase), and outlining software programs. Also available are variable speech-control tape recorders, optical character recognition systems (reading machines), listening aids (systems that use a microphone and headset designed for students with auditory deficits), speech-synthesis/screen review systems (voice output systems that read back text displayed on the computer screen), speech-recognition systems (systems that allow the user to operate the computer by speaking to it), data managers (technologies that store personal information for students with organization and memory difficulties), and talking calculators.

To encourage colleges and universities to provide assistive technologies, Congress has passed the

"Technology-Related Assistance for Individuals with Disabilities Act of 1988 (Tech Act; P.L. 100-407; reauthorized in 1994). This law along with others, has directly influenced the availability and utilization of specially designed devices and accommodations meant to empower persons with disabilities" (Chandler, Czerlinsky, and Wehman, qtd in Day and Edwards). The government defines an assistive technology device(ATD) as "any item, piece of furniture, or system used to increase, maintain, or improve the functional capabilities of individuals with disabilities." The range of devices can be low-tech (mechanical), such as a pacing arm inserted over the page of a book, or high-tech (electronic or computerized), such as word processing software or voice to speech programs. To support the 1988 Tech Act, states receive funding to promote training in and use of these assistive technologies (Day and Edwards). Some projects funded by this money include "information and referral services, equipment loan libraries, loan-financing programs, and protection and advocacy assistance are some services of state projects" (Day and Edwards).

Assistive Technologies Less Complex
According to Day and Edwards, assistive technologies are becoming easier to use:

Early barriers to using assistive technologies are dissolving. Technology is now simpler, less expensive, and more widely available on campuses. Computer adaptations once involved mechanical devices that took hours to install and learn to use. Now, many specialized programs are software-based. Users may access technical support by either calling the manufacturer using a toll-free number or on screen by utilizing a "help command" option (Raskind & Scott qtd in Day and Edwards). Furthermore, programs that rely on graphical user interface (pull-down menus and icons) are now available for most types of computers. Some students find these programs easier to operate and the commands easier to remember.

Assistive Technologies More Available
As previously stated, government support of assistive devices makes these technologies more readily available. For example, "in the 1994, 90 of 91 community colleges and state universities surveyed indicated that they did provide learning aids for students with disabilities" (Florida Bureau of Career Development qtd in Day and Edwards ).

Also, companies such as computer software developers are trying to tap into this potential market. "Technologies that did not exist only a few years ago (e.g., reading systems that scan books, convert the text to speech, and simultaneously highlight the text and read it out loud) are now available as compensatory tools for students with dyslexia or other learning disabilities. Also, the expansion of existing services that provide taped books for students with print disabilities has resulted in increased availability of assistive technology for postsecondary students with learning disabilities" (Day and Edwards).

Day, Sheryl L. and Barbara J. Edwards. "Assistive Technology for Postsecondary Students with Learning Disabilities." Journal of Learning Disabilities 29. 5 (1996): 486-492  5 Mar. 2002 <http://www.ehostvgw12.epnet.com>.