This paper presents the results of a mixed methods study on the use of tablets and handhelds in special education. The results identify the perceptions of 115 special educators representing 39 districts in Northwestern Wisconsin. This study examined the current and past practices of three groups of special educators. The study sought information regarding how special educators perceived changes to their technology practices as a result of their use of tablets and handhelds and how these changes benefited student learning. In addition, the study examined how the utilization of tablets and handhelds influenced the instruction and learning of students with disabilities (SWD) as well as the necessary school supports for the successful integration of assistive technology. Data from this study supported prior research identifying tablets and handhelds as valuable learning tools for SWD. This study presents a graphic framework that summarizes the data identifying the benefits of tablets and handhelds for student learning and instruction. Access is a key finding of this study. Special educator and student access to tablets and handhelds resulted in perceived student and educator benefits. Student benefits were noted in the areas of motivation, engagement, focus and attention, independence, communication, behavior, and social skills. Special educators and administrators report increased use of assistive technology, changes in how they differentiate, use instructional strategies, individualize, and group students for instruction after tablet and handheld use. The data from this study confirmed research on the importance of key school supports for successful technology integration in education. Identified are school and student success stories offering examples of tablet and/or handheld use in school contexts. Implications for practice provide suggestions that assist school districts and administrators to support tablet and handheld use in special education.