This research investigates the integration of educational technology (EDTECH) with Universal Design for Learning (UDL) in special education settings, with a focus on students with autism spectrum disorder (ASD). The study aims to understand how educators apply UDL principles alongside educational technology to address the specific language and social challenges encountered by students with ASD. Conducted in multiple special education classrooms, the research utilizes a qualitative design involving semi-structured interviews with teachers, classroom observations, and the review of educational materials. The methodology is anchored in a conceptual framework, visualized through an infinity diagram, which captures the dynamic interplay between educational technology and UDL. This framework informs the examination of how these elements work together to alleviate learning barriers for students with ASD. Results reveal that educational technology is particularly effective in supporting communication and social interaction for students with ASD. Key themes include the identification of beneficial technological characteristics, the enhancement of UDL practices through technology, and the development of a collaborative professional learning community. The study concludes that integrating educational technology with UDL principles can significantly improve the accessibility and effectiveness of learning environments for students with ASD. The proposed framework provides a practical guide for educators, advocating for a balanced approach in which technology augments rather than replaces UDL principles. This research underscores the need for equitable access to educational resources and tools, fostering a more inclusive and supportive educational experience for all students, with a particular emphasis on those with ASD.