This paper presents the results of a descriptive case study concerning adoption of iPad or other tablets as assistive technology. Two pilot studies concerning the adoption and use of the iPad for active reading in a teaching/learning situation have recently been conducted at elementary school level and at university level. In the course of both studies, students with reading difficulties were encountered. For each group of students, a key case has been chosen. The paper presents the authors' findings regarding adjustments that needed to be made for these students and initial research on iPad usability for students with special education needs.