ABSTRACT
Much has been reported in popular media and educational literature on the relative ease with which children pick up the skills to use iPads. However, iPad use to support students with developmental disability – particularly in the New Zealand educational context – is still in its infancy. This chapter reports on a qualitative case study aimed at understanding the ways in which the iPad can be used to support the learning and development of a student (Max) with mild cerebral palsy, who is currently enrolled in a mainstream primary classroom. Data from interviews and observation with Max and his family highlight how particular affordances and features of applications (apps) were useful for developing the physical functioning of his palsied right hand, and fostering Max’s learning. The parents’ initiative and home-school connections were also important in determining iPad apps appropriate to Max’s needs. Implications for practice are offered for caregivers and educators who work with students who have similar abilities.
