This dissertation manuscript was submitted by Mustafa Ojeifoh to Northcentral University’s School of Education in 2023, in partial fulfillment of the Doctor of Education (Ed.D.) degree. The work examines how special education teachers in California perceive and apply technology in classrooms serving 4th- and 5th-grade students with learning disabilities.

Guided by Vygotsky’s constructivism theory, the study explores how digital tools can help students actively build knowledge while also improving engagement and independence. Using a qualitative phenomenological method, Ojeifoh gathered lived experiences through open-ended questionnaires, documenting both the benefits of technology integration and the systemic barriers that limit its use.

The findings confirm that technology can transform learning for students with disabilities but also highlight pressing issues such as insufficient funding, inadequate infrastructure, and limited professional training for teachers. This balance of insight and critique makes the dissertation not just an academic requirement, but also a contribution to the ongoing discussion of equity in education.