Modern society and modern technology pose increasing challenges to which the school as an educational institution needs to know how to respond. Challenges require teachers to actively participate in the acquisition of new, but also the development of existing professional competencies during formal and lifelong learning. Increasing the professional competencies of teachers is important as one of the main factors influencing the level of student achievement (Rončević, 2008), but also to adequately prepare students for life in a modern society in which information and communication technologies (ICT) allow them access to a wide range of information. therefore, it is necessary to include them in the educational process and thus create the preconditions for proper and successful application in all forms of learning (Kostović Vranješ, V., Bulić, M., Novoselić, D., 2013). Prensky (2001) states that it is necessary for today's teachers, who are "digital newcomers" in a technology-dominated world, to learn to communicate in the language and style of their "digital natives" because the methods they learned as students become less effective. Although for the last three decades children with disabilities have the legal right to educational integration, their rights are still not equal to those of children with normal development or children who are not in the group of those with special educational needs (Igrić, Cvitković and Wagner Jakab , 2009). This points to the fact that educational involvement is often seen as something imposed, but in practice inapplicable (whether they are gifted students or those who have difficulties). In achieving this goal, it is necessary to have an insight into the theoretical basis of special educational needs, assistive technology and digital assistive technology because all of the above opens opportunities for adapting teaching activities and digital resources to special educational needs of students. The second part consists of research work in which the use of information and communication technologies in teaching and in students with disabilities is examined. The aim of this paper is to provide insight into the possibilities of improving the quality of educational inclusion opened by digital technology to support special educational needs.