The purpose of this study was to investigate the perceptions andactual utilization about assistive technology of special education schoolteachers in China. The subjects of this study were 172 teachersselected by convenience sampling from 14 special schools in Liaoning,Sichuan, Chongqing, Guizhou, Yunnan, Shanxi, Hebei, Shandong, Henan,Jiangsu, Shanghai, Zhejiang, Guangxi and Guangdong in China.The results of the study are as the follow.First, in the actual utilization of assistive technology in specialeducation schools in China, the decision of the budget for assistivetechnology device is mainly made by the ‘principal and vice principal’,and the main matters such as items and quantity are determined by‘special education school’s teachers’ and ‘National and GovernmentCompetent Authorities’. And the budget for assistive technologydevices was considered as ‘how to receive support from highereducational institutions’.Information on assistive technology devices for selection andpurchase of assistive technology devices was obtained through‘Searching internet and books’ and assistive technology devices wereselected for ‘Decision on individualized education support teamaccording to the results of diagnosis and evaluation of specialeducation subjects’. Many teachers set up the assistive technologysupport plan in establishing the individualized education plan, and theassistive technology devices was often purchased.In the experience of using assistive technology in each area, theproportion is same between teachers who did not use assistivetechnology and teachers who did use assistive technology in the fieldof teaching and learning and there were more teachers who did notuse assistive technology in the field of information and communication.In the area of daily life and leisure life, more teachers have usedassistive technology. In the results of the detailed area using assistivetechnology, there were many things that the language in the field ofteaching and learning, the output device in the field of information andcommunications, and play activity in the field of daily life and leisure.Intermediate evaluation process of assistive technology utilization isoften ‘hearing student’s opinion directly or observing actual applicationscene’, the results of the evaluation showed that ‘assistive technologydevices were modified or changed and provided’.In China’s special education schools, guidance on how to useassistive technology devices is mainly provided by the teachers incharge of the department, and many places where students useassistive technology devices are found in schools. It was found thatstudents use ‘mobility aids’ and special teachers use ‘computer andlearning assistive technology’ more frequently in the use of assistivetechnology in special education schools in China.Second, in satisfaction domains as information about assistivetechnology device at Chinese special education schools, selectingprocedure for assistive technology device, and having assistivetechnology support plan are ‘normal’. All domains that is teaching andlearning domain, information communication domain, daily livingdomain and leisure domain, there were many teachers who answered‘totally satisfied’ with the satisfaction of using assistive technology.The most urgent issues to be improved upon utilizing assistivetechnology in recognition of assistive technology utilization issues andthe improvement of Chinese special education school teachers weremainly teachers to recognize a lack of specialist. In order to makeeffective use of assistive technology device in special educationschools in China, teachers who worked in special education schools inChina recognized that ‘specialists (external experts) who majored inassistive technology at the university (graduate school)’ should playthe role. In addition, information on the selection of assistivetechnology device should be provided by experts (related professionalteachers).The first role of assistive technology specialists to effectively utilizeassistive technology device is to provide basic information related toassistive technology, the training contents for the use of assistivetechnology devices were ranked first in the evaluation of the studentswith disabilities for the evaluation of assistive technology needs.Many teachers perceived that it was desirable to conduct the methodaccording to the user’s state of use. There were many teachers whoperceived that the budget related to assistive technology deviceshould be funded by schools and higher education institutions by wayof support.In recognition of teachers’ attitudes toward assistive technology inChinese special education schools, the degree of recognition of the useof assistive technology devices was ‘normal’. There are manyteachers who have been trained in assistive technology devices andmany teachers recognize that it is helpful to use assistive technologydevices.The results of this study suggest that support for constructingservice support system and strengthening teacher capacity should beprovided for effective utilization of assistive technology in Chinesespecial schools.The limitations of this study are as follows.First, this study did not control students’ disability type andteacher variables in Chinese special education schools.Second, it is difficult to generalize the present situation ofassistive technology utilization and teacher’s recognition in all thespecial education schools in China because the researchers selectedthe local teachers who can get help.Suggestions for future research are as follows.First, this study did not control students’ disability type andteacher variables in Chinese special education schools. Therefore, itis necessary to investigate the actual condition and recognition ofassistive technology for each type of disability.Second, students’ and parents’ attitudes toward assistive technologyutilization should be investigated.Third, research on the development and application of the programshould be conducted to examine the effects of the use of assistivetechnology to students.