This study examined the relationship between assistive technology use and the participation of students with special needs in selected secondary schools in Mbale District, Uganda. The study was guided by three objectives: to identify the types of assistive technologies available and in use in the selected schools, to assess the effect of assistive technology on the academic and social participation of students with special needs, and to determine the challenges limiting the effective use of assistive technology in the schools. A descriptive cross-sectional design was employed, utilizing questionnaires, observation schedules, and interviews. The study involved 86 students with special needs, 34 special needs teachers, and 12 school administrators across four purposively selected secondary schools with special needs units in Mbale District. Findings indicated that the most available assistive technologies were hearing aids (71.1% of eligible students), Braille materials (64.3%), and adapted writing tools (58.1%). Technological devices such as screen reader software and text-to-speech applications were available in only 18.6% of cases. Regression analysis revealed that assistive technology availability (β = 0.461, p < 0.001) and teacher competence in AT use (β = 0.389, p < 0.001) were the strongest positive predictors of student participation. Key challenges included high cost and limited supply of assistive devices, inadequate teacher training in AT application, negative peer attitudes, and limited government funding for inclusive education. The study concluded that assistive technology significantly enhanced the academic and social participation of students with special needs when adequately supported, and recommended targeted policy interventions to improve AT supply, teacher training, and funding for inclusive education in Mbale District secondary schools.