This research aims to explore the impact of Computer-Aided Instruction (CAI) on the reading achievement of students with special needs, framed within Zhu's Theory of Smart Learning Environments and insights from Snyder et al. (2019) on technology in special needs education. The study addresses whether CAI can significantly enhance reading outcomes for these students, navigating through the perceptions of teachers, students, and parents. The research employs a mixed-methods approach, combining qualitative and quantitative methodologies. Data collection involved pre- and post-intervention assessments of students' reading levels using the Lexile framework, interviews with teachers, students, and parents, and classroom observations. Categorization and coding of qualitative data ensured a coherent analysis despite inherent biases related to the researcher's dual role as investigator and educator. Results indicate an overall positive trend in reading achievement among students post-CAI intervention, aligning with Zhu's emphasis on personalized, adaptive learning environments. However, not all students showed significant improvement, highlighting the variability in CAI effectiveness. Teachers generally held positive perceptions of CAI but faced challenges integrating it seamlessly into existing instructional practices. Parents and students also provided mixed feedback, emphasizing the need for tailored approaches to meet individual needs. The study concludes that while CAI presents substantial benefits for special needs education, its effectiveness is not universal. The positive outcomes observed underscore the potential of CAI to enhance reading skills among special needs students, confirming the researcher's perception of its value. However, challenges related to integration and varied student responses call for ongoing support and customization of CAI interventions. Recommendations for future research include longitudinal studies to assess the sustained impact of CAI, exploring its effects across diverse populations with different disabilities, and investigating the role of targeted professional development for teachers. Additionally, further exploration into parental involvement and collaborative strategies is suggested to optimize the benefits of CAI in special education. As technology evolves, particularly with advancements in AI, there is a promising horizon for the enhanced application of CAI, potentially transforming special education practices and outcomes. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]