The purpose of this study was to propose implications for Edutech-based digital inclusion education for students with special needs, focusing on the specialized program operated by the Edutech SoftLab. To this end, a qualitative case study was conducted to analyze in depth the implementation of Edutech pilot programs involving students and teachers from two special schools in Chungbuk Province. Data were collected from lesson plans, instructional objectives, student and teacher reflections, and in-depth interviews with program administrators. Thematic analysis revealed that participation in the Edutech programs enhanced students’ learning motivation, attention, and confidence, particularly through the use of barrier-free devices and multimedia content that incorporated sensory engagement. Teachers observed that Edutech served as a practical tool to reduce learning barriers and promoted inclusive awareness among all school staff. Program administrators emphasized the importance of customized content development, teacher training, and the sustainability of the support system for special education settings. Overall, the findings highlight the potential of Edutech to bridge the digital education gap for students with special needs and to foster a sustainable digital inclusion ecosystem in special education. This study provides practical insights and foundational evidence for strengthening teachers’ digital competencies and advancing inclusive educational practices.