This study aimed to explore special education teachers' perceptions of ICT and its classroom applications, employing a qualitative descriptive research design. The research was conducted among special education teachers in Jordan's Ajloun District, with 10 participants. Data was gathered through semi-structured interviews and analyzed using thematic analysis. The findings underscore significant limitations stemming from inadequate infrastructure and a lack of suitable educational resources, hampering teachers' adoption of technology for instructional purposes. Teachers, however, recognize the potential of technology to enhance student learning and increase job satisfaction, though their willingness to acquire new technological skills for teaching depends on its necessity. Notably, there is substantial untapped potential for leveraging technology to create special education materials. Beyond developing resources for students using technologies such as body movement detection, touch screens, and smart toys, it is vital to provide teachers with training on integrating these tools into their classrooms and guide parents on supporting their children's learning at home. These resources can prove invaluable in teaching social skills, cognitive concepts, and self-care techniques, offering students ample opportunities for practice and feedback in real-world contexts, thereby enabling them to apply their knowledge and skills in diverse situations.