This article examines teachers' opinions on the quality of textbooks and didactic materials used in teaching students with developmental disabilities and learning difficulties (hereinafter referred to as special educational needs). Empirical research was conducted on a sample of 233 respondents, including regular teachers (N = 109) and special educators (N = 124) employed in special schools. The results generally show that teachers in special schools rely relatively little (29.1%) on general textbooks intended for use in regular schools and instead often prepare their own materials for teaching students with special educational needs (69.6%). A significantly higher percentage of special educators, compared to regular teachers, personally prepare materials for students (X[superscript 2] = 14.361; p = 0.000). These results have verified the need for adapted textbooks and have further found that special educators significantly prefer the paper form of adapted textbooks, while regular teachers give preference to electronic textbooks.