Distance learning educators may utilize techniques formerly designed for students with learning disabilities (LD) to enrich the experience of distance education students. Both LD and distance learners suffer from "learned helplessness"--an inability to set realistic goals and a limited perception of the rewards of education. These problems, coupled with the transactional distance felt by learners in distance education, create a need for new teaching strategies that benefit both LD and distance learners. Faculty must become more aware of how to utilize technology to improve student learning experience and realistically plan courses that include more hands-on activities. Instructors should also create conditions where students have equal access to technology that is not too difficult to operate. In addition, multimedia resources must be integrated into the course and evaluated to address the needs of both LD and distance education students. Colleges should no longer assume that only students with learning disabilities benefit from adaptive technology applications. New technologies and teaching strategies initially designed for the learning disabled may also have a positive impact on the learning experience of both traditional and nontraditional students. Contains 23 references. (YKH)