The purpose of this article is to investigate the teachers’ attitudes towards the use of new technologies in the educational process of children with special educational needs. The above aim is achieved through the bibliographic review of empirical and theoretical studies that have explored this subject. This article highlights the significant benefits of new technologies for pupils with special educational needs as well as the direct interdependence of teachers" attitudes towards ICT and their use by them. Teachers" positive attitudes towards ICT result in their extensive use and vice versa. However, as concluded in this article, there is a variety of obstacles that prevent teachers from using ICT in the educational process of children with special needs despite their positive attitudes.