Instructional planners should design a variety of experiences that will enable the active participation of learners. The gap that exists between the level at which students with learning disabilities perform and the curriculum requirements they are normally expected to cover is wide. As a result, integrating instructional design and technology into their learning will definitely go a long way. Ginsberg and Karen (2008) argue that technology, whether educational or assistive, has, however, played an uneven role for people with learning disabilities since its inception. Furthermore, it can be said that technology is constantly evolving and, therefore, several authors have indicated the need for appropriate experimental testing of interventions. Currently, a number of schools are seeking to improve student learning outcomes while employing certain instructional design theories and technology to not only guide but also enrich literacy instruction for students with disabilities. This article therefore discusses common theories and models of instructional and technological design relevant to people with disabilities. The Response to Intervention (RTI) Model Malhotra (2008) discusses the RTI model as well as technological pedagogical content knowledge (TPACK). Technological pedagogical content knowledge was developed as a form of instructional design framework with the goal of integrating technology, content, and pedagogy for the design as well as delivery of various types of content. Technological pedagogical content knowledge is an extension of Shulman's (1987) classic construct of pedagogical content knowledge. This was actually helpful, especially when it came to...... middle of paper ...... alternative formats or rescheduling classroom locations. This can also be done by arranging other accommodations for students with disabilities. In conclusion, the Response to Intervention Model aims to build on the theoretical constructs of TPACk and it is important that practitioners take the time and reflect on existing evidence-based practices for providing instruction, curriculum requirements and the needs of each student. Notably, while cognitive theory is individualized and calls for instructors to clearly understand the needs of each student, attribution theory advises teachers to accommodate students with learning disabilities by ensuring positive attribution. Intrinsically, the integration of the two theories will significantly help not only in understanding students, but also in ensuring that students learn and understand..