Over the years, there has been an escalation in the utilization of technology for educational purposes. Neurotypical schools have started using smart classes, ICT—Information and Communications Technology tools, even artificial intelligence, etc. However, children with specific learning disabilities have a hard time performing well in academics. Various approaches and mobile applications have also been developed for learning disability students. This article primarily aims to provide a comprehensive review of the efficacy of technology in teaching pertaining to students with disabilities, especially dyslexia and dysgraphia. The significance of the topic is that by analyzing the previous research in this specific field and assessing the effectiveness and utility of technology, necessary modifications can be made to enhance the quality of education for learners with disabilities. 1 out of every 5 students that makes 15% to 20% students are said to be affected by a learning disability, with dyslexia being the most common disability (Zauderer in 33 Dyslexia statistics and facts: how many people have dyslexia? Cross river therapy 2024) [1]. Hence, if the technology proves its effectiveness, it can be modified and updated to help teach children with disability. If the assistance of technology proves to be effective for learners with disabilities, then it can contribute to the establishment of an inclusive education system. Hence, this article will aim to answer the question if the assistance of technology is effective for learners with disabilities.