 The idea that Information Technology can play a vital part in the educational process of students with disabilities is generally recognized; the complete integration of disabled people gives substantial concern nowadays and the area of education is no exception. So, what are the key specifications of educational software for the disabled? Taking into account numerous different disabilities it turns out that there is no single answer to this question.
For instance, the problem of supplying tools, which offer appropriate access to the computer is high-priority as regards the choice of the educational software to be in use, when the needs of motor disabled or visually impaired students have taken into consideration. The principal task, when we’re dealing with disabled people, is to find suitable peripheral or adaptive hardware to clear obstacles and make the computer’s configuration accessible for them.
The problem of choosing educational equipment gets vague as soon as access is provided: it can be considered as a problem of education instead of special education. If it is allowed to use a computer a student who can’t write by hand, can print, make notes, follow lessons and exploit the same educational software as the rest of the class.
 On the other hand, we can find absolutely different situation when it concerns other kinds of disabilities. Deaf students, for example, have very specific educational wants. Such students experience great difficulty in understanding the meaning of functional words when learning a foreign language as they have fully context-dependent (logical connectives, conjunctions etc.) sense. Whereas people with full access to verbal language, understand the meaning of such words without difficulty.
Consequently, when we have the purpose to teach writing to deaf students, it is essential to use very specific programs; besides, using sign language as a reference language, these children could take great advantage.
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