Teachers also preferred using the iPads because they were easy to use, took less time to prepare lessons, required fewer materials, and the students were able to communicate at a higher speed than when using the picture cards (Flores, 2012). Another study conducted found that children on the autism spectrum using iPads as opposed to using traditional methods (pencil, paper and flashcards) resulted in less challenging behavior from the students. It was also found that the both participants displayed greater engagement and positive behavior when the iPad was introduced as a teaching method (Neeley et al., 2013). This is another important aspect of the implementation of using iPads with students with disabilities because it decreases behavioral problems that disrupt lessons in the
Teachers also preferred using the iPads because they were easy to use, took less time to prepare lessons, required fewer materials, and the students were able to communicate at a higher speed than when using the picture cards (Flores, 2012). Another study conducted found that children on the autism spectrum using iPads as opposed to using traditional methods (pencil, paper and flashcards) resulted in less challenging behavior from the students. It was also found that the both participants displayed greater engagement and positive behavior when the iPad was introduced as a teaching method (Neeley et al., 2013). This is another important aspect of the implementation of using iPads with students with disabilities because it decreases behavioral problems that disrupt lessons in the