This discussion of how technology can and should be incorporated into the design of instructional systems for the use of disabled learners emphasizes the importance of the instructional designer being aware of the characteristics of the target population, including the psychomotor, cognitive, and affective factors involved. A "user-oriented instructional design process" model first proposed by Burkman is presented together with suggested adaptations specific to design for the disabled learner. It is argued that, in general, instructional tools for the disabled must: (1) be adaptable and accessible to a range of student users; (2) facilitate and enable cognitive, affective, and psychomotor growth on the part of students; (3) be affordable in terms of financial and logistical costs; and (4) be flexible enough to allow for continual refinement when subjected to formative and summative evaluations. It is concluded that the training and skills of the instructional designer provide a compatible match to those of the special education and therapeutic communities, and that these three groups together can provide a new level of cooperation in developing acceptable technological answers for use by the disabled learner. (8 references) (EW)