<p>Understanding the perspectives of special education teachers on the useof artificial intelligence (AI)-enabled technologies is important to advancing equitable learning opportunities for students with diverse needs. Although AI-enabledtechnologies hold significant promise for enhancing instruction and supportingindividualized learning, accessibility, training, and implementation challengesmay limit their meaningful use in special education contexts. This study exploresthe perspectives of special education teachers on AI-enabled technologies, guidedby three research questions: (R1) How are teachers using AI-enabled technologiesin special education classrooms? (R2) What are the needs and concerns of special education teachers about the use of AI-enabled technologies with studentswith disabilities? (R3) What AI-enabled technologies would special educationteachers envision to be useful in the future?. A qualitative study was conducted with seven special education teachers in public schools in the Eastern United States. Semi-structured interviewswere used to capture the lived experiences and perspectives of the special education teachers. Thematic analysis was conducted to identify common themes,challenges, and opportunities related to technology adoption and accessibility. Our findings show that special education teachers are using AI-enabledtechnologies in varied ways to support personalized learning and student engagement. However, they also report significant challenges around accessibility,particularly for students with speech and communication disabilities, and concerns about data privacy and algorithmic bias. Teachers emphasized the need fortargeted professional development and envisioned future AI-enabled technologiesthat are better tailored to diverse learner profiles and more responsive to thediverse needs of inclusive classroom environments. While research on AI-enabled technologies in general educationcontexts is rapidly expanding, qualitative investigations that focus on theperspectives of special education teachers and how these technologies shapeinstruction, learning, and accessibility is an underexplored area. By centering this understudied stakeholder group, our study addresses a notable gap inthe literature and advances more equitable and context-sensitive approaches toimplementation. The study results highlight both challenges and opportunities,underscoring the importance of designing future AI-enabled technologies andtraining initiatives that prioritize accessibility, equity, and inclusivity in specialeducation</p>