This qualitative study explores the experiences of special education teachers using iPads in teaching students with autism (ASD) in comprehensive special education schools in the north of Israel. Twelve teachers participated in semi-structured interviews, which were examined using a thematic analysis. The findings revealed a duality in iPad usage experience: teachers recognised significant benefits in communication processes, learning enhancement, motivation, and emotional regulation, while simultaneously uttered facing challenges related to technological barriers, classroom management, and the need for an efficient preparation. The study highlights a generational gap in technology usage and emphasises the need for comprehensive training and institutional support. Recommendations include developing targeted professional development programs that address both technological and pedagogical aspects of iPad integration in educational processes, establishing clear school policies for technology use, and providing ongoing technical support. The current research contributes to understanding how assistive technology can be effectively integrated into educational settings for students with autism.
Cite this paper
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