Information and Communication Technology (ICT) is becoming increasingly present in student learning and teaching. ICT enables greater motivation and interest among students, which is why teachers often choose ICT for working with their students. There is a growing number of students with special educational needs in classrooms. The educational system of the Republic of Croatia emphasizes an inclusive approach that includes students with special educational needs in regular classrooms. Therefore, teachers provide students with disabilities and gifted students with individualized and differentiated approaches, which involve various support strategies. Various educational applications offer students the opportunity to learn and practice tasks for a specific subject in an interactive way, as well as to acquire additional knowledge. Educational applications also encourage students' logical reasoning. The paper presents the advantages and disadvantages of using educational applications and mobile technology, as well as several examples of educational applications for gifted students and students with disabilities. Information and Communication Technology enables interactive teaching. The aim of this research was to explore teachers' opinions on educational applications that can be used in working with students with special educational needs. The study compares the differences in attitudes between teachers of primary school classrooms and subject-specific teachers, as well as differences in attitudes based on the number of years of teaching experience. The research involved 183 teachers from regular primary schools in the Republic of Croatia. For the purposes of this research, a questionnaire on the effectiveness and impact of educational applications and ICT on the education of students with special educational needs was constructed. The research results showed a statistically significant correlation between years of teaching experience and opinions on the use of educational applications in the learning and teaching of students with special educational needs. On the other hand, there was no statistically significant difference in the opinions of classroom and subject-specific teachers regarding the use of educational applications with students with special educational needs.