It is evident from a survey (Burton-Radzely, 1998) that teachers view technology as an important tool for effective literacy instruction and have especially high expectations about its efficacy for assisting learners with intellectual disabilities. Findings from this survey of over 1,000 special educators showed that 85% used technology in literacy instruction, 97% believed that technology can help learners acquire literacy skills, while 91% expected to increase their use of technology in the future.