The purpose of the study is to determine the relationships between teachers' ICT acceptance levels, ICT attitudes and individual innovation levels and to investigate their opinions. Mixed method research study including qualitative and quantitative data collection and analysis techniques is used. In this study, an interview form was used to get the opinions of the teachers with the help of Teachers ICT Attitudes Scale (TICTAS) developed by Aydin and Semerci (2017), Teacher Candidates IT Acceptance Scale developed by Baydas (2015) and Individual Innovation Scale adapted to Turkish by Kiliçer and Odabasi (2010). 201 special education teachers (35.8% male and 64.2% female) participated in the study. In line with the findings obtained in the study, there is no difference in the attitudes of gender, age, professional seniority and branch variables towards special education teachers' information and communication technologies. Moreover, there is positive relationship was found between ICT attitudes and IT acceptance levels. In addition, teachers expressed their opinions on the fact that information and communication technologies extend the special education students' attention span. Therefore, it is thought that the relationships between teachers 'ICT attitudes, ICT acceptance levels, and innovation levels affect the attention and focus times of special education students and will have a greater impact on students' academic success. On the other hand, it is suggested to carry out more comprehensive studies such as this study to improve the ICT attitudes, ICT acceptance and innovation levels of special education teachers. In addition, it is thought that providing in-service courses that are structured and better equipped to improve the ICT attitudes, ICT acceptance levels and innovation levels of special education teachers will be more effective for the special education field.