This study investigated ICT Supported Learning for inclusion of people with special needs in Rivers State. Three objectives, three research questions and hypotheses guided the study. The study adopted descriptive survey design. The population was 278 students consisting of 126 males and 152 female students from 28 public senior secondary schools in Rivers State. A sample size of 126 students consisting of 52 males and 74 female students was derived using simple random sampling technique. The instrument used was a fifteen (15) items self-structured questionnaire which was face and content validated by experts in the Departments of Educational Foundationsm Rivers State University. Cronbach Alpha statistics was used for the reliability of the instrument which yielded reliability indexes of 0.86, 0.76 and 0.84. Mean and standard deviation were used to answer the research questions while z-test was used in testing the null hypotheses at 0.05 level of significance. The findings of the study among others revealed that an inclusive classroom allows for all students to improve their ability to communicate with one another; that ICT application for instruction of students with disabilities affect their learning outcome; and a high extent of unavailability of ICT facilities existed for the instruction of students with disabilities. Finally, some recommendations were proffered. Among others was that with appropriate technology integrated, learning activities should be planned and each student’s personal needs taken into consideration; that ICT facilities should be made available by education providers and classrooms should be made up of students with mixed abilities by creating an accessible environment (e.g. wheelchair ramps, and visual alternatives to lesson content for students with hearing impairments).