Spanish legislation on education introduces the inclusion as a challenge new  for students with special needs educational ,to improve the quality of education for all, the equity which guarantees equality of opportunity and flexibility to adapt to diversity education. It is therefore our schools and teachers are prepared to fullfill these principles and they are to make concrete appropriate educational response to students with special needs educational support new learning.


    Though, to address the challenges facing these students, many researchers recommend technology for its power and flexibility (Woodward & Carnine, 1993). There are many opinions justifying this recommendation, among which we emphasize, can adapt and individualize instruction for students with special needs (Bryant y Bryant, 1998; National Council of Teachers of Mathematics (2000). The technologies provides students with learning difficulties, a variety of individualized  instructions tailored to their characteristics and increased performance  in state schools ordinary (Hasselbring, Goin, y Bransford, 1988; Symington y Stranger, 2000). Interaction with technology makes students participate actively in the learning process, better understanding of the instructions, and it involves improving the learning outcomes (Cho et al, 2009;. Chou, 2003; Crowther, Keller, y Waddoups, 2004; Hinostroza y Mellar, 2001).

    For this study we developed an augmented reality educational content which.  For development this one content, we take the premise that the application had to be very intuitive and easy to use manipulative as it was intended to students with special needs educational support  . In the same vein teachers were expressed by highlighting concern about the complexity of using these resources. On many occasions teachers consider that such a complicated technological resources have use for this group of students and thus facilitating an application easy to use and accessible premises was one of our base.

Currently valued explicit associations between student motivation and use learning strategies to improve performance (Elliot, McGregor, and Gable, 1999; lens, Simons, and Dewitte, 2002; Pintrich, 1999; Pintrich and De Groot , 1990; Schiefele, 2001). However, the direction of effects between motivation and strategy use, is still unresolved. There is the assumption that students whose motivation is higher are more likely to use different learning strategies and thus their performance is better (Pintrich and De Groot, 1990).

In this research we test the hypothesis: The use of content AR promotes learning motivation students with special needs educational support

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