Abstract
Most of the problems students with learning difficulties have in school today are related to the unsuccessful experiences in reaching learning goals in their educational environment. Studies into integrating innovative technology tools, such as the iPad, in assisting learning for students with learning difficulties are quite new in Norway. The purpose of this study was to investigate how the use of iOS/iPad device can support students with reading and writing difficulties and the perceived impact of the iPad on the academic performance of students with reading and writing difficulties. This problem is illustrated through the theoretical framework and the use of both recent and earlier studies. A qualitative method was used to guide this study. Four special needs teachers from an elementary school were selected based on the study criteria. Data was collected from qualitative semi-structured interview and the findings are based on the thematic analysis. Interpretation of the study’s findings is based on the literature reviewed and the theoretical framework of this study. Findings from this study reveal that there were differences in the educational background among the teachers, but with similar focuses in special education. The result further showed that all special needs teachers had no experience with the use of the iPad in teaching students with reading and writing difficulties.