Technology and accessibility .

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As part of the Special Education Law, students must be integrated with the special needs , in a recognized educational institution and in the regular education system. (Ministry of Education, 2002) 

Integration of students is also conducted in special education and as technology advances the issue of accessibility grows and expands. SG "Without us intending there is assistive technology here Without us intending We find the solutions of accessibility for those students sometimes up to a real miracle level. But a guy who could not talk could talk. Today there is  Focusing system Look you have that of writers and something makes your voice heard. "

H.N. The multiple apps allow for customized accessibility, AB "There are so many options it's so expanded and that's what I'm trying to train the students is to take and pinpoint it. ..To this student, to his class and such."  Adjustments can be found through the existing multimedia tools in the visual visual field.

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SG " Through the use of multimedia tools, accessibility is created " ... "The field basically combines both audio and visual and it is a kind of very important language that allows everyone to connect in a place that is convenient for him " ... "It is possible to work with multimedia with "Students. With a wide range of abilities, this multimedia tool basically allows anyone to do something according to their cognitive ability or the severity of their impairment."

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Digital tools for accessibility can be found on the Internet, for example on the Volley website, where there are auxiliary software for students with learning disabilities and attention and concentration difficulties in language, Hebrew, English and Arabic, Bible animation and a national wine research project accessible to dyslexics (Volley, 2019).

Athena Foundation  To empower Israeli teachers, it has launched programs to distribute computers and iPads to special education teachers in exchange for advanced training in the field of technology in order to improve accessibility through pedagogical technologies. (Athena Foundation, 2019).

A study by Brown & Standen (Brown & Standen, 2005) in Virtual Reality (VR) in children with disabilities found that virtual reality possesses many features that give it rehabilitative potential for people with intellectual disabilities, both as an intervention and as an assessment. It can provide a safe place where one can practice life skills and competencies that can lead to too many risks in the real world.

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