Abstract
This study investigated teachers' experiences and attitudes towards using mobile devices in special education. Participants were from different areas of Taiwan. They answered internet questionnaires, which included the using experiences, their attitudes, their difficulties and needs, as well as their personal characteristics, including area of schools, gender, age, year of teaching, types of class, and experiences of using tablet computers. Major results were as following: 1. There was a significant difference between resource room program and self-contained special education class, as well as itinerant resource program in the level of frequency for using experiences, with resource room program being the lowest score. 2. For those who never using tablet computers in teaching, they have the lowest scores on the level of frequency for using experiences, attitude, difficulties and needs. 3. On the level of frequency on attitude, age group of 31-35 years old was significant lower than age group of 25-30 years old. 4. When using IPA analysis, adopting tablet computers in curriculum and creative strategies in teaching were the least important. 5. When using IPA analysis, the most important needs were the equipment setup, and computer techniques support. Discussions and suggestions were presented.