The use of technology in music education is gaining momentum, although very little work has focused on students with disabilities. Our "SoundScape" programme addressed this gap through implementing a technology-based music programme for adolescents and young adults with autism spectrum disorders (ASD). Programme participants met on a weekly basis for 9 weeks and engaged in a range of music-related activities mostly utilising touch screen technology and iPads. We were particularly interested in how those with ASD responded to the iPad interface and its impact on social interactions among participants. We also investigated whether participating in the programme reduced stress and anxiety among participants. Questionnaire data completed by programme participants at the beginning and end of the programme, as well as qualitative analysis of focus groups conducted with parents, provided evaluation of the efficacy of our programme model. Findings from the questionnaires indicated that more than half of the participants reported feeling less stressed and anxious at the end of the programme compared to their responses at the beginning, said they benefited socially from the programme, and had made friends. This was supported in the analysis of the focus group transcriptions which highlighted the advantages of the iPads compared to a more traditional desktop platform, the utility of the iPad technology for promoting social skills, the significance of the university setting, and the participants' use of music to regulate mood. Future research evaluating the use of technology in music education for students with disabilities seems warranted.