ABSTRACT.

This research was conducted to present Saudi special education teachers’ attitudes toward the cognitive, psychological, and technological criteria for applying iPad applications in teaching students with ASD. Saudi Arabia’s Ministry of Education (2016) confirmed in rule 54-75 and order 188-194 of the Special Education Law that institutions and programs of special education at public and private schools should implement the use of technology and computer software for educational objectives. This research discusses findings regarding using iPad software as assistive technology for students with ASD. This study further attempts to understand how the government can build on the preparedness of teachers towards undertaking teaching practices for these students with ASD. This study was a quantitative study; a Likert-type questionnaire was developed based on previous literatures. A total of 242 special education teachers were surveyed in Riyadh, Saudi Arabia, to examine their attitudes toward the software’s criteria. The study examined the participants’ demographic characteristics and the null hypothesis by descriptive analysis, and inferential statistics further analyzed the responses through the use of SPSS. The results are reported in terms of percentages, frequencies, means, and standard deviations. This study identifies significant differences in teachers’ attitudes based on their gender, academic qualification, years of teaching experience, and school’s type. Implications and recommendations for future studies are provided based on the results.