special educational needs (SEN), mobile touch devices, iPad, individualized education, flexibility, case study

The basic organizational form of work in a special elementary school is an individual form. A teacher deals with only one student for some time. Mobile touch devices are able to expand the organizational work forms to frontal forms, eg. learning work environment of selected applications; but also to an individualized form - each pupil in a special elementary school is an individuality, he/she works according to his/her abilities, according to his/her own pace, but always to a predetermined objective, which is precisely defined in advance by his / her teacher. Naturally we can develop key skills for learning, skills for problem solving, but primarily the key communicative competences. At the same time, the mobile touch devices compensate pupils' partial deficits and inadequate teaching materials. Concurrently mobile touch devices compensate partial deficits of pupils and available inadequate teaching materials. If a pupil is able to accept mobile touch device as his learning tool, while mobile touch device is an instrument to achieve the pupil's aim, then we can talk about the fact, that these devices can be flexible to the needs of an individual pupil. This also applies in the other case. A pupil becomes flexible towards equipment - respects and accepts its operating system, its operation and style of working environment. The result is a high level of activation of mastering the curriculum, which could not be reached with common teaching materials and standard ICT (PC, notebook).