This study was focused on assessing the online learning experiences for learners with special education needs in Institutes of Higher Education. The study was motivated by the effect of the adoption of online learning by Institutes of Higher Education during the COVID-19 pandemic. Student disabilities ranges from hearing impairment, visual impairment, and low concentration span. In Institutes of Higher Education there is unplanned inclusive education hence need to understand the experiences of these learners. The objectives of the study were to assess the perceived ease of use of Google classroom by leaners, the perceived usefulness of Google classroom, the perceived usefulness of screen casts and the perceived ease of online assessments by students. An exploratory research design was adopted for the study and a case study of one tertiary institution in Zimbabwe was considered for analysis.  Key informant sampling technique was adopted in selecting lecturers for the study. These were the key informants since the lecturers are members of the faculty disability committee. Snowball random sampling technique was adopted for selecting students. A sample size of 4 lecturers and 50 students was used. The data was collected using focus group with the students and interviews were conducted with lecturers. The findings were that most lecturers were not aware that they had learners with special education needs in their classes. It was also found out that Google classroom was seen as a very useful and easy to use platform for online learning. It was also noted that screencasts and online assessments were very effective for online learning. Students also highlighted that they had data and gadgets challenging for online learning. An area for further study suggested was on inclusive education and attainment of Education 5.0 in institutions of Higher learning in Zimbabwe