In this an era of technology, new technologies particularly computer, multimedia, mobile phone and the internet offer possibilities for overcoming geographical and cost barriers in teaching and learning. This study attempts to trace the use of technology in teaching English at the S.S.C. (Secondary School Certificate) level in Bangladesh. It also focuses on the impact of using technology in teaching and learning English. Eight teachers and 60 students from four private schools in Dhaka city were selected to survey the use of technology in teaching the English Language. The researchers employed the mixedmethods research to carry out the study where two sets of questionnaires for the teachers and the students and a semi-structured interview only for the teachers were used to collect data. The findings showed that using technology in teaching has both the positive and the negative impacts. Teachers like to use technology in their classroom but limited time and lack of training and technical support from the authority hamper the mode of teaching. The students also feel comfortable in technology affiliated classroom, but sometimes they fail to catch the concept clearly as they become inattentive due to the lack of proper engagement of the teachers in the classroom.accessible and provides necessary resources, teachers are fond of using the internet to collect various language resources for preparing themselves in teaching the English language. As the information and communication technology is being developed day by day, computer and internet have increasingly started to play an important role in education. Singhal (1997) remarks that technology and English language education are related to each other. Technology in

Since communicating people is one of the first and foremost obstacles to autistic children, it is a basic need for them to get vigilant and appropriate nurture for language acquisition. Moreover, to develop the language skills of special children appropriately, it is essential to ensure effective language teaching. The primary objective of this study was to identify the challenges that the teachers face in the class and to bring out the possibilities of teaching the mother tongue to the special children as a part of special education. As language learning is the leading step of special education, the study aims to contribute to the field by pointing out the challenges and the possibilities. The study was conducted by collecting data from three different schools of special children by following a qualitative method. The findings revealed that inadequate understanding, proper classroom facilities, lack of awareness and insufficient language training created a great challenge for the teachers in teaching the language to the special children. The study also exposed that special training, a well-decorated classroom, regular speech therapy, and change of outlook minimized the challenges and made language teaching more effective. KEYWORDS: Autism Spectrum Disorder (ASD), Special Education Needs (SEN), Communication, Language Proficiency