Abstract:

The use of ICT resources is nowadays an essential part of the teacher's work and can be considered as one of the key skills of a teacher. The development of the entire IT field still brings new opportunities to use it. In recent years, there has been a rapid development of the Internet, an increase in connectivity in terms of speed, geographical availability and price, a reduction in the cost of the technology itself and, last but not least, the development of new types of equipment. One of these devices is mobile touch devices. We consider mobile touch devices especially tablets and mobile phones equipped with an operating system.

When describing the implementation of mobile touch devices in teaching, the SAMR model is often mentioned. Unfortunately, it is not possible to apply this model to pupils with special educational needs due to their individual psychological and intellectual traits. Therefore, when attempting to implement mobile touch devices, we start from the Shulman model (1987). In the mid-1980s, based on the criticism of the current teacher training system, Shulman formulated the need for pedagogical content knowledge (TPCK).

In the following text, we attempted to compile an overview of research papers, scientific articles and studies mapping iPad implementations into the teaching of special school pupils. IPad issues begin to appear in foreign publications since 2010 - the first introduction of the iPad.
Since that date, we have seen a list of expert studies aimed primarily at educating the facility itself and pointing out that the implementation of this facility is possible for pupils with special educational needs (Koszalka & Ntloedibe-Kuswani, 2010; O'Conell, 2010; Parette, Quesenberry & Blum, 2010). In the following period, in connection with the acquired practice at the level of using iPads in teaching, professional works are becoming more oriented to the individual thematic levels.

The following four areas have become the intersection of these planes:
(1) iPad as ancillary technology;
(2) iPad as a multimedia tool;
(3) iPad and pedagogical expertise;
(4) iPad from a teaching perspective.

The selection of research papers for this evaluation took three years. Google Scholar, Web of Knowledge, SAGE Journal, Scopus, ScienceDirect were continuously searched. Expert studies from 2010 to the present were included in the analysis. A total of 65 expert papers on iPad were found in teaching pupils combined with terms: with special educational needs; with disabilities; support measures; in special school incl. equivalents in English. The conclusions are then supplemented by the results and ideas of the authors, who mention the necessary factors, such as accessibility, assistive, etc., while newer researches on these ideas follow primarily in the first. This analysis included research findings that contained at least one of the four mentioned levels in their content. In the end, they were also complemented by printed literary sources and Internet resources. Percentage-wise, 99% of the surveyed research that met the criterion was positive. Only one tracked work talked about using the iPad negatively.

Keywords:

Innovation, mobile touch technology, iPad, special educational needs, review study.