Introduction Known as students with specific disabilities or deficiencies, which cause them to have specific requirements towards the academic process and environment (Park & Thomas, 2012), learners with special needs (LSNs) demand efficient support. The so-called assistive technologies, or the technological innovations that help impaired learners, assist LSNs in acquiring new information and train new skills efficiently (Sullivan, 2011). As a rule, such students experience problems with information acquisition, perception and analysis, as well as applying theory to practice (Park & Thomas, 2012). Modern technology, in its turn, may serve as the means to solve the accessibility or instruction related problems (Sullivan). Retrieving approval for the introduction of assisting devices for LSNs is the goal of the presentation. Area of Focus Though the evolution of technologies is occurring at a very fast pace at present, most educational establishments fail to provide disables students with the technological advances to encourage them for academic progress (Bechard et al., 2010). Among the assistive technologies, physical (canes, braces, etc.) and health related (diet food in school cafes) are most widespread. However, educational establishments could be making an efficient use of sensory (Braille books, sign language, etc.), cognitive (learner’s self-expression) and psychiatric (developing students’ social interactions) as well (Bechard et al., 2010). A range of studies on the issue have been conducted: Hasselbring (2000) deals with computer technologies for LSNs, Yarbrough (2005) discussed the issues that LSN have with writing, and Bechard (Bechard et al., 2010) develops the tool for measuring LSNs’ progress. However, few researches take the potential of modern technologies into account. It is suggested that this paper will fill the existing gaps. Explanation of the Problem One might ask if LSNs actually need assisting technology if they have the support of their family. However, researches show that the effort of every stakeholder, including the teachers, the parents, and the learners themselves, counts. Parents must provide emotional and moral support, encouraging the student. Teachers, in their turn, must offer a student the tools that will help the latter learn. As a rule, LSNs have issues with the very process of handling a task. Thus, programs with prompts, which pop up as a student deals with a task, will encourage the learner develop metacognitive skills (Sullivan, 2011). Physical activities should also be encouraged, since physically impaired students may experience difficulties with some physical activities (Park & Thomas, 2012). Thus, apart from specific equipment, computer programs guiding students through these activities will be required (Park & Thomas, 2012). Variables It is suggested that three key factors affecting LSNs exist: family background, teacher’s strategies and supporting materials. The study will be placed in the context of the theory of technology integration (Park & Thomas, 2012). In the given study, the technology will be the independent variable; by applying different types of technologies and comparing their impact on the performance of LSNs, o