The notion of using technology for learning is not new. However, the high level of digital exclusion of individuals with intellectual disabilities is well-documented. The purpose of this paper was to investigate the effect of two different pedagogies for students with intellectual disability (ID). The main objective was the comparison of assistive technology and the traditional teaching method for improving Urdu vocabulary. Using a quasi-experimental design, 8 ID students of 10 to 15 yearsof age were selected and divided into control and experimental groups. Their performance was measured before and after a six-week intervention program. The results showed that mobile-based technology improved the experimental group’s performance as compared to the control group. The technology had a positive impact on the learning of Urdu vocabulary by students with ID. The findings suggest that learning the Urdu language through game-based software/programs/utilities can improve students’ learning in the classroom. Teachers can use mobile phone as a learning tool to enhance their learning goals.