Information and communication technology (ICT) supported education helps the individuals with special educational needs to take their attention to the course content and to concentrate their attention on the task they need to perform. The mechanical advantages of ICT tools make them attractive for individuals with special educational needs. If special education teachers integrate technological tools and innovative instructional methods into their classes properly, they can use strong tools for communication with individuals with special educational needs and also present different types of vocational, educational and enjoyable activities. The effective and correct use of technology in the lessons is related to special education professionals' qualifications in ICT supported education and ICT usage frequency in their classes and daily lives. The aim of this research was to examine pre-service special education teachers' acceptance and usage frequency of technology in their classes and daily lives. This research analyzed the Technology Acceptance Model (TAM) in order to determine the factors that affect pre-service special education teachers' ICT acceptance and usage decisions. To examine these factors, a Structural Equation Model (SEM) was used. According to findings, special education teachers' perceptions of usefulness (PU) of ICT, as well as opinions of people (SN) they care about regarding use of technology, shape their behavioral intentions (BI) towards ICT. In addition, opinions of people (SN) they care about regarding use of technology predict their perceptions of usefulness (PU) of these technologies.