A 1983 study examined the use of microcomputers in special education in 12 school districts. As a follow-up to that study, 3 years later, case studies were developed of 27 programs, including elementary/secondary school programs and educational or training centers for handicapped persons. Hypotheses of the research were organized into six major areas: organizational locus of control, collaboration in the use of microcomputers, balancing administrative and instructional applications, training for microcomputer use, emerging roles, and hardware and software issues. The follow-up study found that most of the earlier findings were valid, especially those related to organizational features that promote or inhibit computer use. Some evidence of improvement and progress were documented, such as increased levels of administrative involvement, expanded role of special education administrators in instructional technology decisions, availability of inservice training and technical assistance, and more diverse and sophisticated uses of computer-assisted instruction. Drill-and-practice applications remain the most common form of computer-assisted instruction, and the availability and distribution of resources is still an important concern. A general conclusion is offered that progress has been made but it will be many more years before new technologies are systematically integrated in the instruction of students with disabilities. (JDD)