This research explored the transformative potential of technology in special education, informed by the researcher's extensive experience in the Los Angeles Unified School District. Highlighting the case of a nonspeaking student with autism who made significant academic progress using an augmented alternate communication (AAC), device, the study underscored the vital role of assistive technology (AT) in improving student outcomes. Despite these success stories, disparities in the integration of AT have been highlighted in the literature, exacerbated by the COVID-19 global pandemic, which intensified inequities in the U.S. PK-12 educational system. This study explored the pivotal role of teachers and technology in bridging these gaps and aims to determine the perceptions of preservice teachers (PSTs) on their readiness to implement AT and the uniformity of AT instruction across teaching credentialing programs. A qualitative case study methodology was employed, involving surveys and semi-structured interviews with PSTs, along with a critical analysis of syllabi from credentialing programs. The study was grounded in the frameworks of technological pedagogical and content knowledge (TPACK), international society for technology in education (ISTE), and universal design for learning (UDL). The study findings showed there are major barriers to the use of AT due to educators' perceived lack of knowledge and adaptability. An analysis of the variations in AT training for PSTs revealed issues in standardization and their implications for pedagogical practices. The implications of these findings stressed the need for uniform, structured, and comprehensive AT training in special education teacher preparation programs to ensure educators are adequately prepared to support diverse learners. This research underscored the urgency of enhancing inclusive practices, providing comprehensive AT training to bridge educational gaps, and fostering equitable learning environments for all students. [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.]