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Computers can be a great benefit for pupils with cognitive disabilities or related difficulties. But even more than in standard learning scenarios, the orchestration plays an important role. Designing learning software for a special target group should not only focus on the pupils but also on the teachers. Finally, to get the best possible benefit from the software, the hardware which is used in the classroom must be carefully selected and arranged. In this paper we present an example of how teachers use a computerised learning environment to teach pupils with special educational needs. We describe a use of software to reintegrate a boy with autism spectrum disorders into a school class where children with and without disabilities are taught. The software development process was based on a participatory design approach which involved contributions from teachers, researchers and programmers. As well as standard single user tasks a special feature of the application is the provision for collaborative learning tasks for pupils with cognitive disabilities.