To explore the perceptions of special education administrators regarding the anticipated effects of restricted funding, survey questionnaires were mailed to a random sample of 200 directors of special education in Texas. Questions regarding demographics, funding sources, staff and program concerns, and assistance needed for coping were asked. Items pertaining to staff or program changes were evaluated in terms of anticipated type and degree of change and anticipated positive or negative effects of that change on the future of special education. Results show that special educators anticipate restricted funding to be long-term and believe education systems will have to rely on the local community more in the future for necessary financial and other resources. Greatest concerns were expressed for inadequate vocational education, staffing problems such as shortages and absenteeism, and a too-high pupil/teacher ratio. To maintain current quality levels, special educators believe it will be necessary to increase integration of regular and special education, improve staff utilization, and train all teachers to manage heterogeneous classrooms. The positive outcomes of funding restrictions they foresee include expansion of volunteer programs and greater creativity and efficiency in the use of equipment and materials. A copy of the survey instrument is included. (Author/VW)