This preliminary mixed method single subject and qualitative interview study explored the incorporation of iPad tablets into the language arts lessons of four elementary school students with language-based disabilities. Using the iPad increased the student's academic engagement, which was measured by monitoring the number of prompts required to keep the students on task. Teacher and student interviews revealed high levels of satisfaction with using the iPad for language arts instruction. These findings confirmed findings from earlier studies that focused on mobile technology and communication. Limitations of the study and future research suggestions are discussed.T he inception of mobile technologies-most notably the iPod touch, the iPad, and other tablet computers-has rendered educational computing more portable and accessible. Education, which historically has been slow to adopt new technologies, has integrated mobile technology-iPads in particular-at a breakneck speed. Nowhere has this been truer than in special education. Indeed, because of the inexpensive applications that can be downloaded to and used on the devices, the iPod touch and iPad appear to have unlimited potential for individualizing teaching, learning, and communication. Rothschild (2011) proposes that through the use of applications, the iPad is somewhat of a "digital education prescription pad," and the ability to customize a popular device to suit the needs of each individual student is motivating. The iPad gives students with special needs something mainstream that is still engaging and interactive for them.The need to understand the impact of educational technology on the learning and outcomes of students with disabilities has never been more intense; students, parents/ caregivers, teachers, staff and school community face exciting and challenging opportunities. This study was designed to examine the academic engagement of students with disabilities. Additionally, the perceptions of students and teachers about using iPad technology during reading groups in order to explore how technologies will shape learning of students with language-based disabilities was explored. The study provided opportunities for teachers and students to share their perspectives and to create an evidence base for the use of tablet technologies to assist students with disabilities to better access the curriculum. Through understanding the use of assistive technology in the classroom and other learning environments, children can extend their language skills to improve their learning in inclusive settings. The iPad has the potential to be this assistive technology.

Mobile technology has become ubiquitous in the education and support of individuals with disabilities. While this practice is supported under the Universal Design for Learning framework, research in the area has yet to establish a solid evidence base. The majority of the studies in existence are single-subject design studies with a dearth of replication to support their results, and many do not meet the Council for Exceptional Children’s Standards for Evidence-Based Practices in Special Education guidelines. The following is a meta-analysis of studies that have been conducted in the area of using mobile technology to support individuals with disabilities. Types of mobile technology, how technology is used, and the effectiveness of its use with this population are explored. The results indicated although there is some evidence of effectiveness to support the use of mobile technology, more research in the area is needed.

This exploratory study investigated the effects of a language building iPad application on the language skills (i.e., receptive vocabulary, expressive vocabulary, and sentence formation) of young students with language-based disabilities. The study utilized a pre-test-post-test control group design. Students in the treatment group used the iPad language building application, Language Builder, for 30 minutes a day. Participants were 31 first-grade to third-grade students with identified language-based disabilities. Students were assigned to two groups for the 8-week intervention. Data indicated that students in the treatment group made significantly greater gains in the area of sentence formation than the control group. Results revealed no significant difference between the two groups in the areas of expressive and receptive vocabulary. A short intervention of using Language Builder via the iPad may increase the sentence formation skills of young students with language delays. Additionally, discussion regarding the usefulness of iPad applications in education is presented.

The use of mobile technology has increased greatly in recent years. Although the research in this area is still in its infancy, preliminary studies are showing a positive impact on the skills and academic engagement of students with disabilities. This column provides an overview of a selection of research studies involving mobile devices such as iPads. Ideas for classroom implementation and suggestions to overcome common challenges are also addressed.

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