School social workers are trained health professionals who provide important services directly to students and sometimes to teachers in their institutions. They act as the connection for schools, homes and community services to help students’ educational, emotional, and developmental needs. Many of them practice in private and public schools. Not many school social educators could discharge their duties to their maximum capacity, their roles are changing in schools due to lack of necessary equipment for learners, as a result of changes in economic situation in Nigeria. The study investigated the extent the required equipment for the teaching of learners with special needs are available in their schools; the changing roles of social workers in schools; and the effects of the changing roles of social work educators on students with special needs and members of the society. The study was carried out using qualitative research approach. Structured questionnaire guided the focus group discussion. Interaction was done with social work educators in their randomly selected schools for students with special needs in Osun State, Nigeria. Findings revealed that social workers trained people with special needs to make good use of their skills to prepare materials and goods for self-development; schools used different methods to communicate and sensitise parents, and the entire community to take their children to these schools. Also, the roles of social work educators are changing as they have to source for ways of getting equipment for learners, by pleading to philanthropists or religious bodies for the provision of these equipment, as the learners’ needs could not be met either by the government or their parents. This study is contributing to the knowledge of everyone that teaching people with special needs cannot be effective without the use of instructional materials. Observations revealed apart from lack of equipment, educators’ services also faced suspicion, criticisms and neglect by some members of the society. Based on these findings, it was recommended that social work educators be not discouraged due to lack of instructional materials or equipment for the use of their students with special needs, or comments from members of the society, but take the work as a call to serve humanities in their society.