This study investigated the impact of technology on students with special needs. Technology is increasingly becoming more embedded in education and is used to help support a wide variety of student accommodations. As technology usage in education increases, it is important that research on its impact on student population groups includes special education. The theoretical frameworks used for this research were the connectivism learning theory and the community of inquiry model. These theories provided structural support for the research and provided direction for the research. Connectivism learning theory played a major part in this research, as many of its attributes were relevant. Participants in this study included 10 special education teachers who actively use technology in their curriculum. The participants in this study were interviewed by the researcher using Zoom video conference calls and analyzed using the Nvivo software analysis tool. Data collected were then thematically arranged according to the responses provided by the participants and organized using the software analysis tool (Nvivo). Findings in this study included aspects of technology accommodations, uses of technology, technology implementation in communication and student collaboration and teacher perspectives of technology as an educational tool. This study was significant, as it directly addressed technology usage in education post-COVID-19 and examined technology from the perspective of the special education teacher. Results revealed that technology tools are being widely used by teachers and students. Technology tools are also changing the way students engage with their assigned work and enriching teacher-student communication. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]