Research into integrating technology such as iPads into the curriculum for students with disabilities is still new. The purpose of this study was to examine the effect of the use of a basic math skill application on an iPad to increase basic math fluency. As part of a classwide academic intervention, the study was conducted with 10 students with moderate to severe cognitive disabilities enrolled in a special education school. This four-week study employed a single-case reversal design (ABAB). Examination of data involved visual and statistical analysis techniques. Four key findings emerged. First, results indicated this intervention to have a positive effect on basic math fluency. Second, results showed that teachers perceived that the iPads had a positive impact on student engagement and interest in content. Third, qualitative data identified considerations for the integration of new technology into teaching and learning. Finally, the findings demonstrate how single-case design can be used to document the impact of evidence-based practices in special education. Findings suggest the iPad is an effective instructional tool to use in academic interventions with students with moderate to severe disabilities. Implications for practice and further research are discussed. (Contains 2 figures.)