數位學習能給予學生個別化的照顧，教師能依照學生的學習進度來給予適合的訓練課程，教材的呈現方式及互動性的功能能吸引學生們的學習興趣，這種教學方法非常適用於啟智學校的學生。
啟智學校的教師在為智能障礙學生們授課時所使用的教學方法，會利用實物、圖片或照片等教材來輔助教學，才容易讓學生們將文字的意義和實物做連結，否則學生難以了解文字的意義，因此若將特殊教育的教學方法以軟體來呈現，其呈現方式更容易讓學生們了解授課內容。
本研究以臺北市立啟智學校為例，觀察對象選擇高職部和國中部合為一起的天使班，學生障礙程度為輕度智能障礙，藉由訪問以及問卷的方式取得該校目前的現況，包含設備、教學方式、教材內容、學生學習進度等狀況，發現臺北市立啟智學校在導入行動學習時所遇到的問題，而這些問題共十個，分為學習上的問題有四個，軟體上的問題有六個，為了幫助啟智學校解決這些問題，蒐集國內外目前實施行動教學之現況、教學方式以及歷年智能障礙的教學方法的相關文獻，從中整理出適合臺北市立啟智學校的教學軟體應具備之特性以及適合融入教學軟體的教學方法。
Digital-learning can give students individualized care teachers in accordance with the student's progress to be given appropriate training, presentation materials and interactive features to attract students' interest in learning, the teaching method is very suitable for special education school students.
In this study, a case study of Taipei school of special education, observed object selection and Central State Vocational together as angels together classes, students with mild intellectual disability degree of disorder, By way of questionnaires and access to obtain , and the situation of the school, student progress and other circumstances found Taipei School of Special Education during the import action learning encountered problems that a total of 10, which has four learning problems, and six software problems, To help solve these problems special education school, collect relevant literature at home and abroad at present the status of e-learning, teaching methods, from Taipei sorted out for special education teaching in schools should have the characteristics of the software as well as teaching methods for the integration of teaching software.
