The purpose of this study is to investigate six teachers' experience in the use of tablets in teaching for students with severe intellectual disability. With this purpose the following questions were asked; in which teaching situations do teachers for students with severe intellectual disability use tablets, for what purposes do teachers state that the tablet is used in teaching students with severe intellectual disability and what are the advantages and disadvantages for students with severe intellectual disability with using the tablet in education? To find this out the method of qualitative interviews was applied. The thesis is based on the research area "curriculum theory", here translated "theory of teaching". The study is based on Dillons model of what constructs a curriculum/teaching situations. Six teachers working with students with severe intellectual disability were interviewed. All the teachers had the experience of using the tablet in education. All the teachers felt that the tablet was a very motivating and multifunctional tool for teaching. It concluded that the tablet was used both as a tool for communication and an alternative/complement to the more traditional teaching materials that already exist within the foundation for students with severe intellectual disability.