<p>This study examined the use of digital technology for children with special needs in early childhood and their parents’ digital parenting awareness, attitudes, and digital literacy levels. Survey data were collected from <i>n</i> = 260 parents using a mixed research method, and semi-structured interviews were conducted with ten parents. The quantitative findings show that as parents’ education levels increase, their digital awareness increases. Parents of hearing-impaired children had the highest digital awareness and literacy, whereas parents of children with autism had the lowest. Qualitative findings revealed that parents have difficulties managing screen time, but digital tools support children’s learning. Supervision mechanisms and structured screen time were implemented to ensure digital safety. This study contributes to the understanding of how children with special needs interact with the digital world and highlights the need to develop more effective digital education programs for parents.</p>