Assistive technology refers to any product, piece of equipment, or system used to improve the functional abilities of children with developmental difficulties and individuals with disabilities. The aim of this paper is to examine whether there is a difference in attitudes, usage, availability, and knowledge about assistive technology based on the age of primary school teachers and whether they have completed education on assistive technology or not. An online questionnaire was created for this study, involving 65 participants. The data was processed using quantitative data analysis methods. The results show that there is a difference in knowledge and availability of assistive technology among teachers who have (not) completed the training. Additionally, the results reveal that a small percentage of teachers have completed the training (21.5%). Therefore, the findings indicate a need for training and raising awareness about the importance of assistive technology for its users. Efforts must be made to make assistive technology more accessible because, with the appropriate form of assistive technology, the educational process can be significantly improved and simplified for children with developmental difficulties. Although primarily intended for children with developmental difficulties, it easily integrates into the educational process with other students as well. For children with developmental difficulties, assistive technology aids in inclusion, making students more independent and functional when using it.