Research on the use of computers with young handicapped children is summarized. Much of the literature on the topic, it is noted, is speculative; few students are technically sound. Findings are briefly reviewed in terms of the amount of time spent using the computer, social and free play choices, software selection preferences, amount of teacher assistance required, and computer access considerations. An examination of existing software suggests that the majority of the programs use the keyboard as a primary means of response, a level of skill that many young handicapped children do not possess and that many programs have been developed without an adequate research base. Access considerations are also covered, and a procedure for assessing a child's computer abilities outlined in six steps is described. The importance of examining a child's skills--both physical and cognitive--is emphasized in determining if access to the use of computers will be beneficial. (CL)