Abstract

The digitalization of education has significantly transformed special education practices and the roles of Special Education Needs Coordinators (SENCOs). One area of rapid growth is the use of learning applications for children with severe intellectual disabilities, with many apps promising both new ways to engage and educational benefits. Despite this potential, research examining the impact of these tools remains limited. This chapter addresses this gap by exploring SENCOs' perspectives and expectations regarding learning apps, specifically Special iApps, for children with severe intellectual disabilities. Through qualitative research methods and an inductive approach, the study investigates the overarching question: “What do SENCOs perceive and expect from learning apps designed for children with severe intellectual disabilities?” The findings shed light on SENCOs' views on the educational effectiveness of these apps and offer critical recommendations to support the integration of mobile technologies in teaching practices.