Vol. 7, Issue 2, Part J (2025)

This study investigated Information and Communication Technologies (ICTs) in use among grade four pupils with Special Educational Needs (SEN) in Sinazongwe District of Zambia, Africa. Adopting a relativist ontological and subjective epistemological stance, and guided by the Technology Acceptance Model, the research employed a qualitative, descriptive case study design. Twenty-seven participants including education officers, administrators, ICT teachers, pupils with SENs, their teachers, and parents were selected through purposive and quota sampling. Data from classroom observations, focus group discussions, and interviews were thematically analyzed. Findings revealed active use of computers, tablets, mobile phones, smart TVs, radios, assistive devices, and communication platforms, but highlighted disparities in device quality, lack of specialized software, infrastructural gaps, limited teacher expertise, and financial barriers. The study recommends the need for targeted policy, capacity building, and equitable resource allocation for inclusive ICT adoption.