TY - JFULL AU - Vojtěch Gybas and Libor Klubal and Kateřina Kostolányová PY - 2017/3/ TI - Assisted Approach as a Tool for Increasing Attention When Using the iPad in a Special Elementary School: Action Research T2 - International Journal of Educational and Pedagogical Sciences SP - 307 EP - 312 VL - 11 SN - 1307-6892 UR - https://publications.waset.org/pdf/10006242 PU - World Academy of Science, Engineering and Technology NX - Open Science Index 122, 2017 N2 - Nowadays, mobile touch technologies, such as tablets, are an integral part of teaching and learning in many special elementary schools. Many special education teachers tend to choose an iPad tablet with iOS. The reason is simple; the iPad has a function for pupils with special educational needs. If we decide to use tablets in teaching, in general, first we should try to stimulate the cognitive abilities of the pupil at the highest level, while holding the pupil’s attention on the task, when working with the device. This paper will describe how student attention can be increased by eliminating the working environment of selected applications, while using iPads with pupils in a special elementary school. Assisted function approach is highly effective at eliminating unwanted touching by a pupil when working on the desktop iPad, thus actively increasing the pupil´s attention while working on specific educational applications. During the various stages of the action, the research was conducted via data collection and interpretation. After a phase of gaining results and ideas for practice and actions, we carried out the check measurement, this time using the tool-assisted approach. In both cases, the pupils worked in the Math Board application and the resulting differences were evident. ER -