Running head: SPECIAL EDUCATION AND TABLETS

Usefulness of Tablet Computers for Teaching Students with Special Educational Needs
Matthew T. DAgostino
Franciscan University of Steubenville

Running head: SPECIAL EDUCATION AND TABLETS

Introduction
As the world becomes more modernized and technology becomes more readily available,
being used on a daily basis, tablets/tablet computers are becoming used in a in the classroom
setting. According to Johnson (2013) a tablet refers to a single panel computer with a touch
screen as the input device. As this increased use of technology in the general education setting
becomes more of a norm these devices are being used more regularly in the special education
setting. Technology can be an extremely useful tool and has many practical benefits in special
education. Technology can help students become independent in academic tasks, participate
more fully in classroom discussion and overall help students participate in academics and
education in that would not be possible without technology (Alnahdi, 2014). Tablets are tools
that can help students succeed in ways that are not possible without the help of technology.
Purpose
Technology is rapidly changing how educators engage students, deliver content, and
manage the traditional classroom (O'Malley, Lewis, Donehower, & Stone, 2014). When
teachers have access to the best materials that supplement instruction teachers can be effective.
New technology may be the best teaching resource or teaching tool that educators can have.
Modern technology has many uses and has software or applications that can be used to
accomplish many different daily activities effectively. Technology, such as tablets or tablet
computers, has the potential to be beneficial for students with disabilities across multiple subject
areas such as language arts, math, science and other content areas. Students with special needs
often have trouble learning effectively and participating in classroom settings. How can tablets
benefit students with special needs? What benefits or roles do tablets have in regards to
motivation, participation in classroom activities, acquiring content knowledge, and independent
task completion?

Running head: SPECIAL EDUCATION AND TABLETS

To answer these questions data will be gathered from six preexisting studies completed
by other researchers. Hypothetically additionally data could be collected through a three-month
long study of tablets used in special education classrooms. In this study, special education
classrooms in the Baltimore area would be provided with tablets. The students would first be
given a pretest to evaluate their current academic performance and records would be made
detailing each students special need or disability. Running records and observations of each
student would be recorded. This recorded observation would include how the student used the
technology, benefited from the technology (for example: technology made the task easier), or
how the technology hindered learning (for example: technology became a distraction). At the end
of the three-month period students would again be assessed on their academic performance. Data
would be recorded and summarized on the benefits from using the technology, disadvantages of
using the technology, limitations of the technology, what subject area the technology was used
most in, and an overall summary of the findings. In addition to detailed observation and record
keeping teachers who were involved in the study would be interviewed about their feelings
towards the tablets based on their observations. The goals of this research is to determine the
benefits and disadvantages of tablets in the special educational classroom and to see if tablets
promote learning in this setting. It will also help determine what software or aspects of the
device are most useful and if the device is more applicable to one subject area or activity then
another.
It can be hypothesized that students will experience many benefits from using tablets in
the special education setting. Research may show that the use of tablets with students with
special needs will improve the students ability to work independently to complete tasks. The
study may also show that this technology motivated students in subjects such as reading and

Running head: SPECIAL EDUCATION AND TABLETS

math. Evidence may show that applications and software that are available on tablets are
beneficial for students but this quick access to information can be distracting at some times.
Review of Literature
An article written by 4 authors, O'Malley, Lewis, Donehower, and Stone (2014),
specifically addresses the use of iPads by students with special needs, specifically autism, to help
improve their performance in completion of academic tasks. The purpose of this study, that this
article presents, was to research the usefulness of iPads in the classroom as tools to help students
diagnosed with autism spectrum disorder increase basic math skills and the ability to
independently complete tasks. The researchers also studied the advantages and disadvantages of
iPads as instructional tools. The study was completed, in a classroom, at Kennedy Krieger
Institute in Baltimore, Maryland, a school for children with moderate to severe developmental
disabilities. Students raging from age 10-13 diagnosed with autism spectrum disorder
participated in the study. Seven students were selected; two students were female and five were
male. Seven one on one aides (teacher assistants) were used in this study as well as one teacher
and one assistant teacher. Parents of the students were also surveyed about the students access to
technology. The researcher completed a case study with the seven students. The students were
given instruction both traditionally and with iPad applications. Researchers looked for change in
performance after the iPad based intervention was used. Most of the results of the study were
mixed and no overwhelmingly clear conclusion was reached. There was however a small
increase in students ability to complete tasks independently with the iPad tablet. After the
intervention students needed less prompting to complete tasks. A high level of technological
support was needed throughout the research. The iPad however was found to be a useful teaching
tool. The teachers that were involved in this study had a positive view of the intervention and

Running head: SPECIAL EDUCATION AND TABLETS

found that the use of iPads promoted student engagement as well as interest in the content. The
iPads were also found to be easily adaptable to student needs. This improved willingness to use
the tool as well as independence. The researchers suggested that teachers should receive training
on how to use technology and incorporate it into appropriate activities to promote learning.
Another article also looked researched tablet computers and how they are used as tools to
help students with special needs. In this research article published in 2013 Johnson discusses the
used, advantages, and disadvantages of using tablet computers, specifically iPads, in a special
education setting to help students learn. The study sought to prove the value of these tablet
computers as valuable teaching tools and instructional supports. Twenty one students with a
range of special needs participated in this study. These students, from an educational support
center in Australia, were elementary aged. The main participants of the study were 12 educators.
Three of these educators were special education teachers, the other nine were special education
assistants. These educators were all female ranging in age from 24 to 50 years of age. The
educators who worked at the educational support center also varied in years of experience. Some
of these educators had only one year of experience while others had twelve years. The educators
also had diverse backgrounds, degrees, and certificates. Each educator was given a survey
developed specifically for this study. These surveys included items such as demographic
information, educators previous experiences with technologies, and six open-ended questions
about student use of the iPads. The survey found that teachers used the iPads not only for literacy
and mathematics but also for basic foundational skills. Overall teachers reported that students
responded favorably to the use of iPads in the classroom. Most educators used the iPads to
promote literacy and work on math skills but the iPad was also shown to increase fine motor and
communication skills. Some major problems that were concluded from the research were access

Running head: SPECIAL EDUCATION AND TABLETS

to a large quantity of tablets needed to equip a group of students, the maintenance of these
tablets, and the cost of these tablets. It was determined that these tablets should be used as
additional tools in the classroom.
This article provides more information about the use, advantages, and disadvantages of
using technology in the special education classroom setting. It provides insight into the teachers
opinion of tablets as educational and instructional tools and their practicality in the classroom. To
improve the research in the future a larger sample size, from multiple schools could be used. The
study could also include other tablets not just Apple iPods. The study could have also been
improved if more participants had returned the completed survey. Another limitation was that the
teachers were self-reporting, no direct observations were made. Despite these limitations
teachers were very positive about using the tablets and reported that thy used the devices
frequently to support language and literacy skills. Other advantages of the tablet were also
portable and could be connected to Wi-Fi or another network. Overall iPads were an appealing
way to instruct students especially those with disabilities such as autism.
A third article that applies to this topic describes not only tablets but the benefits of
assistive technology in general. AT [assistive technology] devices, such as smartphones and
tablet PCs, hold the promise to improve education and lives of all students (p. 117). Beard and
Akpan (2013) believe that as the understanding of learning disabilities change, and the classroom
in general also begins to change, that there is an increased need for assistive technology. The
authors also describe a greater need for independence of students with special needs. He believe
that this multimodal learning that students need to achieve to gain independence and selfsufficiency can be gained through the use of assistive technology. The purpose of this research is
to study the potential of assistive technology for students with special needs and to inform

Running head: SPECIAL EDUCATION AND TABLETS

educators and make others aware of the benefits and the availability of this technology. In this
article researchers discuss communication disorders and impairments that effect students, and
provide examples of how assistive technology can help in this area. This section is broken up
into sections about learning, speech and reading. It describes the student disability in this area
and provides technology that helps the student overcome these difficulties. The writer of this
article asserts that it is of the utmost importance that students receive that assistive technology
that they need. If students with special needs do not receive the technology they need we are
doing harm to them and preventing them from reaching their full potential.
Methodology
The methodology that is described in this section has not been performed and is
hypothetical. Hypothetically the participants of this study would include two groups of students
one between ages of 10-13 and the other group between the ages of 14-17. Two self-contained
special education classrooms from four different schools in the Baltimore area would be used
would be used in this study. Four classrooms would consist of high school aged students, ages
14-17, and four classrooms would consist of middle school aged students, ages 10-13. Each
classroom would have approximately 8 to 12 students. Each classroom would additionally have
one special education teacher one assistant teacher and three additional adult assistants.
This study would include baseline assessment of students academic ability, running
records and observations of students activity with the tablets. Teachers and assistants would also
record what applications or software were used for instruction. Records of beneficial uses of the
tablets and disadvantages of the tablets. At the end of the 3 month period students would again be
assessed on performance. Teachers and assistance would be given surveys. Data from
assessments, observations, lists of software, and teacher survey responses would be compiled

Running head: SPECIAL EDUCATION AND TABLETS

and the analyzed. This would include motivation, enjoyment, how frequently the device way
used. This would also detail the benefits of having this piece of technology in the classroom as
well as any disadvantages, distractions, or setbacks to learning.
On classroom from each school would receive Samsung galaxy tablets for each
student. The other classroom would receive Apple iPad tablets for each student. Before the 3
month period began educators would be familiarized with how to use the tablet that was
provided for their classroom worked. Teachers would also be given access to the list of 508
applications that were determined to be beneficial to students with special needs (O'Malley,
Lewis, Donehower, & Stone, 2014). The teachers and assistants would then teach students for
three months using the tablets as intervention tools. Detailed logs would be recorded on how the
students responded to the tablets, what software was used, and what content area or lesson the
tablet was used for.
At the end of the three month period lists of how the tablets were used would be
compiled. The activities would be listed from most frequently used to least frequently used and
the numbers of times each activity was completed using the tablet would be included next to the
activity. A list of observed benefits would be created and the number of students that benefited
from this activity would be listed. Any disadvantages of the device, such as student distraction,
would be listed and the number of students that experienced this would be listed. From the
observation records researchers could see what students benefited from the tablet and this data
could be recorded.
Teachers would then be given a survey and asked to complete it based on their
observations through the three months (a copy of the survey is provided in the appendices). The
survey would include open ended questions about the effectiveness of the tablet computers in

Running head: SPECIAL EDUCATION AND TABLETS

English/language arts (this would include vocabulary, oral language, written language,
comprehension and other language arts tasks), mathematics, and overall classroom participation
and independence and what activities did the child use the tablet for. The survey would also
include a section for other areas that the tablet improved. On a second section of the survey the
educators would be asked to list any disadvantages or problems that they had felt were a direct
result of tablet use as well as any limitations such as repairs malignance or other issues that were
problematic. The educators would also be asked to list on a scale of 1 to 10, 1 being not
beneficial at all, 10 being a necessary educational tool and five being more beneficial than not,
how beneficial having the tablet was for each student that they had instructional responsibility.
Hypothetically from this data researchers would be able to determine the benefits if any of using
tablets in special education classrooms, as well as the most beneficial uses of these tablets, as
well as disadvantages of using the tablets. Data on student motivation, independent work, and
content area learning will also be collected.
Findings
The findings of this research are also hypothetical or based on secondary research from
related studies because this research study has not been completed. The results presented below
provide examples of what the possible outcome and results of the study would look like based on
other similar research. Most research claims that assistive technology especially technology that
can be easily modified to fit students needs is very beneficial in the special education classroom
setting. Technology increases the ability of students with special needs to overcome challenges
with less difficulty and has the potential to save time and effort (Alnahdi, 2014). Table 1:
Technology Advantages for Students with Disabilities (Alnahdi, 2014) lists 7 applicable
advantages of technology and examples of these advantages. In the chart below I listed the

Running head: SPECIAL EDUCATION AND TABLETS

10

advantages given by the table and then a hypothetical example of how the tablets would have
given students this advantage.
Advantages

Examples

1. Maximize
independence in
academic tasks.
2. Participate in
classroom discussions

The Tablet took the place of a scribe the student used

speech to text software to take notes and record answers.

3. Gain access to peers,

mentors, and role
models.

Students watched instructional YouTube videos or other

informational videos to gain access to new information and
examples. For example a student watched a video about a
science experiment.
A student uses the tablets touch screen capability to
participate in interactive math or reading lessons.

4. Master academic
tasks that they cannot
accomplish otherwise
5. Gain access to the full
range of educational
options.
6. Participate in
experiences not
otherwise possible.
7. Succeed in workbased learning
experiences.

Students used software, like Proloquo, that uses pictures

and symbols to represent words so that a nonverbal student
can respond to teachers and peers using simple sentences.

A student who has trouble reading listens to an audio

version of the text at the same time that the text is on the
screen.
Students use tablets to access virtual simulations and of
museums, historical sites, and other locations.
Students use various software to complete tasks such as
counting money, calculating numbers, keeping tallies, and
other work related tasks.

(Alnahdi, 2014)
Another article proposed that tablet based applications helped students complete activities related
to school participation and school learning. These applications could be used for learning colors,
numbers, shapes, phonics, grammar, spelling, and comprehension, as well as applications that
enlarged text, word prediction and many other applications that promoted participation in
academic areas as well as curricular activities (Douglas, Wojcik, & Thompson, 2012). It is
imagined that students participating tin the hypothetical study would use many of these same
applications and also find them beneficial. Based on similar research on can make conclusions

Running head: SPECIAL EDUCATION AND TABLETS

11

that students would benefit from the use of tablets in the classroom in multiple subjects such as
English and mathematics.
Teachers and assistants participated in a similar study to this hypothetical one. The data
from this study will be listed as an example of how the data would be recorded in this research
study. The findings of this research show that the use of tablets in the classroom was beneficial
for students and that students enjoyed using the tablet especially when it was used for literacy
tasks (Johnson, 2013). The information could be collected in charts and tables to see what
benefits or activities were mentioned the most times or to compare how beneficial the tablets

Running head: SPECIAL EDUCATION AND TABLETS

were in each area.

12

Running head: SPECIAL EDUCATION AND TABLETS

Category and Theme

Student Motivation
Enjoyable and engaging
Attention and concentration
Interactive
Instruction and Planning
Customizable
Transportable
Comprehensive activities
Student Skill Development
Communication skills
Fine motor development
Learning and achievement

13

Times mentioned in survey

14
8
3
3
9
5
2
2
7
3
2
2

The information for these charts is from a related study

that also surveyed teachers about what how students
used the tablets and for what content area. Results for the

Teacher/Assistant Response to the

Survey Item What do you see as
the benefits of iPads for children
in school?

hypothetical study would probably be similar. Teachers

in this noticed that tablets were more useful in tasks that
would be considered literacy task and also noticed that the
tablets they were using promoted motivation. The

Data for these charts are

from : (Johnson, 2013)

Running head: SPECIAL EDUCATION AND TABLETS

14

hypothetical research would also include a bar graph listing the results of the final survey
question. It would list the numbers 1-10 and include data on how many students were listed
under each number. Most of the students would probably be listed between 4 and 9 based on
results of other research.
Overall it is imagined that the tablets would be found to be useful educational tools.
Researchers would also find what activities can be supplemented best using a tablet. A list would
also be compiled of useful applications, websites, and software that would benefit students with
special needs. Research suggests that tablet computers would be seen as tools that increase
student motivation, engagement, help students independently complete tasks and help student
work to their full potential. Researchers may also find that quick access to applications and large
amounts of information may be distracting for students. other information that may be found
could include problems related to tablets for example cost of equipment and applications,
malignance, damage that can result from student use, extra training for students teachers and
assistants.
Recommendations
If the hypothetical study was actually conducted and it was concluded that tablets were
effective instructional tools for students with special needs, then more specific research could be
conducted about tablets. A study could be conducted about what tablets are most effective for
specific ages. For example an iPad could be set up in a way that was more developmentally
appropriate for children of the middle school or late elementary age and a Galaxy tablet could be
more appropriate for students of a high school age. Another potential research study that could be
developed would attempt to research what devices benefit specific disabilities best. Researchers
could determine if one device was more appropriate for a student with autism then another

Running head: SPECIAL EDUCATION AND TABLETS

15

device. Another study that would be important to conduct would to determine if technology such
as tablets increased attention spans in students with disabilities or diminished them. Because
technology, especially portable technology like tablets, is constantly changing research about
technology must be ongoing and continuous.
As with any research if this research was conducted in actuality there would have
probably been multiple limitations. As with any study dealing with special education there are
multiple variables that need to be considered. Students with special needs developmental can
vary greatly. Students who are of the same age may not be at the same developmental level and
no two students are exactly at the same level with content knowledge. This fact may change data
and make results less consistent. Two other factors that may change the results of the study are
the level of exposure to tablets of the students and the level of exposure to tablet devices of the
educator. Students may respond to learning with a tablet if they use a tablet at home. Educators
may also be able to instruct better and create more lessons using the tablet if they have had
previous experience with tablet devices. It may be advisable for future researchers conducting
this research or similar research to provide educators with longer training with the tablets that
they will be using and survey families to determine what technology the student uses at home.
As shown in other studies tablets as well as other forms of portable technology have
positive benefits on student learning. These devices can be and have been used for multiple
forms of literacy instruction. These devices provide access to applications that provide
instruction in phonics, vocabulary, spelling and other areas of English instruction. Researchers
should take time to research specifically how tablets can benefit students with special
educational needs in English instruction as well as what specific websites and applications can be
us help students with literacy. These devices can be especially useful for helping students learn

Running head: SPECIAL EDUCATION AND TABLETS

16

fluency because they provide students with access to audio books, record poems, recorded story
reading on sights such as YouTube, and other examples of fluent reading. Podcasts have also
been proven to useful tools for literacy instruction and podcasts can be created and shared on
devices like tablets. Tablets have many practical applications and provide convenient devices
into one such as a camera a word processor and countless other tools. For this reason tablets can
be used for many activities and have benefits in both the educational setting as well as the
literacy classroom. According to Reutzel and Cooter (2012) technology and new literacy is one
of the 7 pillars of reading instruction. Technology is an extremely important part of reading
instruction it not only supports reading instruction but also supports the other pillars of reading
instruction. technology like tablet computers can be used for classroom assessment as well as
record keeping, response to intervention, motivation and engagement, and for connecting with
families and the community (Reutzel & Cooter 2012). Technology is extremely important to
literacy instruction and future research of technology and literacy is important and should be
continued.

Running head: SPECIAL EDUCATION AND TABLETS

17

References
Akpan, J. P., & Beard, L. A. (2013). Overview of assistive technology possibilities for teachers
to enhance academic outcomes of all students. Universal Journal Of Educational
Research, 1(2), 113-118.
Alnahdi, G. (2014). Assistive technology in special education and the universal design for
learning. Turkish Online Journal Of Educational Technology - TOJET, 18-23.
Douglas, K. H., Wojcik, B. W., & Thompson, J. R. (2012). Is there an app for that?. Journal Of
Special Education Technology, 27(2), 59-70
Johnson, G. M. (2013). Using tablet computers with elementary school students with special
needs: the practices and perceptions of special education teachers and teacher assistants.
Canadian Journal Of Learning And Technology, 39(4),
Kennedy, M. J., Deshler, D. D., & Lloyd, J. W. (2015). Effects of multimedia vocabulary
instruction on adolescents with learning disabilities. Journal Of Learning
Disabilities, 48(1), 22-38.
O'Malley, P., Lewis, M. B., Donehower, C., & Stone, D. (2014). Effectiveness of using iPads to
increase academic task completion by students with autism. Universal Journal Of
Educational Research, 2(1), 90-97.
Reutzel, R., & Cooter, R. (2012). Effective reading instruction: The teacher makes the
difference. In Teaching children to read: The teacher makes the difference (6th ed.).
Boston: Pearson.

Running head: SPECIAL EDUCATION AND TABLETS

18

Appendix
Teacher Survey
*if needed attach additional pieces of paper to the back of this survey
What activities did your students use their tablets for in the context of literacy,
mathematics, and classroom participation?

What applications software or websites did you find useful for students with special needs?

What benefits and disadvantages did you observe in literacy (English) as the students used
the tablets?

What benefits and disadvantages did you observe in math as the student used the tablet?

Running head: SPECIAL EDUCATION AND TABLETS

19

Are there any other benefits of using the tablets that you observed?

Was there any particular subject or area in which the tablet proved to be especially helpful
for the student?

List any disadvantages and limitations of the tablets.

On a scale of 1 to 10, 1 being not beneficial at all, 10 being a necessary educational tool and
five being more beneficial than not. For each student that you observed list how beneficial
having the tablet was.
STUDENT ID #
SCORE 1-10