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In recent times many developing countries have adopted a one‐to‐one model for distributing computers in classrooms. Among the various effects that such an approach could imply, it surely increases the availability of computer‐related Assistive Technology at school and provides higher resources for empowering disabled children in their learning and communicating abilities. New environments are created in which technology is no more a specific solution, but a matter of fact. This article describes three case studies involving children from Uruguayan special schools undergoing integration projects in mainstream schools. The children could count on a computer technology which did not mark them as “those who need some different tools,” but as special users of the same tools as the rest of the students.