Dissertation submitted in fulfilment of the requirements for the degree Magister Educationis (Education) in the Faculty of Education at the Cape Peninsula University of Technology / The aim of this qualitative study was to assess the influence of a particular form of computer technology on the reading ability of intellectually challenged learners. The study sought to answer the questions: (i) what direction for change does the reading of intellectually impaired learners take when a particular assistive technological device is used as a teaching-learning tool? And, (ii) what can educators of these intellectually impaired learners learn from this change or lack thereof? In order to answer these questions the study was conducted using an Action Research design. An intervention based on assistive technology was used for (i) testing learner abilities; and (ii) measuring performance and possible change(s). A comparison of learners’ performance and effort following testing suggests that the assistive technology used has the potential to positively influence the reading ability of some segments of learners with an intellectual impairment. Furthermore, the findings make it clear that assistive technology does not take away the need for teachers to differentiate where a variety of learner abilities is concerned.