The teacher is the cornerstone of the educational process. To be realistic, the effective educational change requires not only the initiation of new plans, policies … etc., but also teachers’ commitment towards these changes. It will be the teacher who will make sense of these changes for the students. Thus, the opportunity to use information and communication technology (ICT) will not increase appropriate students’ behaviour unless teachers are convinced with the important role ICT plays in developing their students.

A considerable body of literature in the field of special education indicates that the success of students with learning disabilities (LD) is related directly to ICT views and perceptions of LD teachers. (Michaels & McDermott, 2003)

Unfortunately, there are very few attempts to investigate LD teachers’ perceptions, views, beliefs, attitudes, knowledge, plans, decisions, etc. about ICT with their students especially in special education context. (Williams, 2005)

Depending on the following assumptions: ICT tools can help in developing LD students and the teacher is the cornerstone of the educational process, the current study tried to develop a model to help in describing how ICT works with LD students. This model was employed as a methodological framework for understanding teachers’ attitudes towards and perceptions of using ICT with LD students in the classroom as an instructional tool across the five aspects of the suggested model. The model is derived from the literature and is based on the assumptions of several learning theories.

Within an interpretative paradigm, the study adopted a mixed-methods research design based on the premise that combining quantitative and qualitative methods is feasible and beneficial in solving our puzzles than using one method only and can elucidate various aspects of the investigated phenomenon that strengthen the research design and leads to better understanding. A questionnaire was administered on 120 LD teachers in Egypt followed by interviewing nine of them. This allowed collecting wealthy data and performing a deep analysis that helped to form a clear image about teachers’ views and perceptions.

The findings suggested that teachers hold mixed attitudes towards using ICT with LD students. The results pointed to the importance of teachers’ perceptions of ICT itself, and the cultural conditions that surround its introduction into schools in shaping their attitudes.

As the data was analyzed in relation to the ICT model suggested in the study, findings reflected some implications for the suggested model itself. Participants’ responses to the research instruments across the five aspects of the suggested model were found to be consistent to a great extent and a significant positive relationship was found among the research variables. All this helped in validating the suggested model as a methodological framework for studying such constructs.

Although the suggested model seemed to be heuristic to an extent, the qualitative data analysis findings threw up many cultural issues that transferred the study from the psychological model of understanding teachers’ attitudes and perceptions to the social model of understanding the phenomenon where the whole process is culturally bound, influenced and shaped by the socio-cultural context which in turn helped in re-shaping the model to be context-based.