One of the most innovative forms of assistive technology for students with disabilities comes from the newly developed Apple iPad. When interacting with the iPad, it is apparent that Apple sought to design a product that was universally acceptable for all of its users. The touchscreen interface allows users with limited mobility and dexterity to manipulate the device with ease, just as the built in microphone and speakers increase productivity for auditory learners, or as the 5x zoom eases interaction for users with vision deficiencies. It is undeniable that Apple markets the iPad’s hardware to meet the needs of the Universal Design for Learning.

 

While the iPad’s design has been proven remarkable time and time again, much less research has been conducted on the “apps” that are available in Apple’s App Store. Hundreds of thousands of these downloadable tools are specialized pieces of software that supplement user engagement in a variety of different categories, including Special Education. It must be noted, however, that apps can be designed by any person who has the appropriate software regardless of his or her credentials and research on the subject matter, making the reliability of even the most popularly used apps questionable. This presents the question: “Does research support the design of the most popularly downloaded special education apps?” When apps are research-based, students are more likely to successfully achieve the goals intended by these apps, making it a crucial question to answer.