This study was carried out to investigate the technologies that are used by future chemistry teachers in teaching children with special educational needs. Accordingly, the study was carried out in the 2021–2022 spring semester. A total of 246 teacher candidates participated in the study. The quantitative research model was used in this study. In the study, 4 weeks of chemistry, technology and digital content training were given to the people participating in the study. In order to collect data, the ‘technology and special education’ measurement tool developed by the researchers was used in the study. The data collection tool used in the study was delivered and collected by the online method. The analysis of the data was carried out using the Statistical Package for the Social Sciences programme; frequency analysis was performed using the t-test; and the results obtained were added to the study accompanied by tables. As a result of the research, it was found that information about special education was formed in teacher candidates, while it was concluded that the technologies used for the chemistry course were dominated.   Keywords: Chemistry teachers, distance education, technology, special education students;