Digital technologies offer many opportunities for teaching literacy (reading, writing and oral) to students with severe disabilities. However, their integration into teaching is challenging for schools. This scientific literature review analyzes seven articles published between 2015 and 2019 integrating digital technologies into literacy teaching practices for students aged 5 to 21 with severe disabilities (i.e., intellectual disabilities). The results show the contribution of technologies, including the electronic tablet as material adapted to the chronological age, independent and self-directed learning or assistive technologies. In addition to future research, the discussion raises avenues to build the capacity of schools to promote literacy with digital technologies while collaborating with families and the community.