One challenge to using technology in the classroom is the extreme variance in students’ technical skills. While some students are near-expert at computer programming, web design, and other computer-related skills, others struggle to open a word processing file and cut/copy/paste. While many SLD students fall into the near-expert category, those who do not often struggle more than other non-experts who do not have an SLD. Some significant reasons as to why they struggle include:

Distractions. The computer lab’s environment increases the "noise" or distractions that impede many SLD students’ learning. A common SLD is a diminished ability to filter out distractions. With a computer - and all the intrigue it presents - in front of them, the white noise of the machines, and the less structured seating arrangements of a traditional classroom, many SLD students cannot focus on the oral instruction given by the teacher.

Auditory deficiency. Technology often requires students to multitask: listen to an explanation, read what is on the computer screen, and perform a particular function (click, download, etc.). This can be challenging for students with auditory deficiencies because they cannot give the teacher’s instructions their fullest attention.

Poor Motor Coordination. One SLD pertains to poor motor coordination. Mouse manipulation - scrolling, or something as simple as double-clicking - can be difficult for students with this challenge. One student, who later became a computer programmer, adapted for this disorder by programming his right mouse button to perform a double-click function.

Heightened Susceptibility to Frustration. For many students, technology has elements of frustration: servers crashing, slow download time, unfamiliar software, etc. However, because SLD students have spent years facing educational frustrations, many will not recognize that this new frustration is linked to technology failures, rather than their learning difficulties. Therefore, they might give up more quickly than other students.

Sheryl Day and Barbara Edwards, in their "Assistive Technology for Postsecondary Students with Learning Disabilities," offer the following strategies for effectively training students with SLD’s to use technology.

1. "Using a multi-sensory approach to training, in which students are provided with visual instruction (including videotapes and diagrams), oral instruction, and written instruction. Related to this strategy is the notion of using technology to teach technology. Having student watch videotapes demonstrating how a device is used can be an effective training strategy that simultaneously reaches the use of other types of technology. Trainers should be cautioned, however not to overload students with too much technology at one time."
2. "Providing repetition by giving students humorous opportunities to practice what they have learned."
3. "Modeling, whereby student watch others using the device and the attempt to do the same."
4. "Having frequent concept review, that is, competency check conducted frequently during each training session, in which students demonstrate what they know. Also, each training session should begin with a review of the previous day’s session. This allows the trainer to assess whether the student retained previous information and is ready for additional information; if not, previously presented information must be taught."
5. "Providing meaningful instruction. Allow students to generate their own words for technical terms, based on what is meaningful to them. Assist students in developing mnemonics to foster information retention. This strategy includes the use of acronyms, visualization, and rhyme to help student remember functions or steps in operating a device."
6. "Instill motivation. To be motivated to learn to use technology the student must accept their disability exists and have an immediate need that can be met by the technology. The instruction should be meaningful. Develop the concept for need and the value incorporating student experience in their suggestions."

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Day, Sheryl L. and Barbara J. Edwards. "Assistive Technology for Postsecondary Students with Learning Disabilities." Journal of Learning Disabilities 29. 5 (1996): 486-492.