How to be accomodating
A crucial accommodation is giving explicit clarification whether in the classroom, in the lab, on the web, or via distance learning.
Occasionally a more significant accommodation must be made for the SLD student.
Unfortunately these technologies are too rarely evaluated for how they might help "individuals with learning disabilities to compensate for specific cognitive deficits" (Day and Edwards).
Something as simple as encouraging students to word process all assignments can have a dramatic impact on a student with poor motor-coordination, which often makes his or her handwriting disorganized and difficult to read.
Some accommodations are naturally evolving with changes in pedagogy as well as technology.
Second, and most significantly, educators need to understand why standard academic practices do not work for SLD students and how they do learn.
However, just because a teacher uses technology in the classroom does not mean the SLD student will benefit.
In order for technology to truly function as an assistive devices, potential needs for accommodation must be considered when designing an activity/assignment.
Applying this label--whether by teachers, parents, peers, and even the students themselves--can make such students feel they are stupid or below normal intelligence.
However, multiple studies prove this inference wrong.
Some technological resources include specific assistive devices for SLD students and are offered through campus support services.