This study evaluates an intervention program that uses mobile learning, designed for Israeli Arab hearing-impaired elementary school students, focused on language and mathematics. Participants included 23 hearing-impaired students, 39 teachers, and 46 parents. The evaluation combined quantitative and qualitative methods, using questionnaires, knowledge mapping, observations, individual semi-structured interviews, and focus group discussions. Findings revealed: (1) integrating mobile learning promoted learning enjoyment of learning, and satisfaction with program implementation; (2) content knowledge development contributed to mathematical knowledge and all language components except grammar; (3) inequality among students persisted since only hearing-impaired students benefited from the program, leading to another kind of inequality; (4) teachers coped with various challenges: lack of technological skills, need for differential teaching for different populations in the classroom, and general lack of attention in the classroom when using apps with audible instructions and (5) parents have vital role in implementing new learning approaches for special needs students.