Developments within the area of new technology for disability and special educational needs have often been fragmented. The demands on innovators to exploit the new technology for specific and specialized applications have given them little opportunity to develop strategic plans in association with other innovators. Issues to be dealt with include the following: assessment, responsibilities and funding, compatibility of hardware and software, training, continuity, technical implications, customization or adaptation, technical support, management of resources, need for framework software that is not directed to specific curriculum objectives, developments in new technology, networking resources, access to information, and creating infrastructures. The state of the art summary contained in this publication draws on experiences of the new technologies from the further education sector and associated sectors: schools, employment, health, and social services. There are contributions from individuals and groups of students with special educational needs. These experiences lead to two general conclusions: (1) there is a need to enhance and expand networks of support within and between colleges in England and Wales, between educational levels, and between related aspects of employment, health, and social services; (2) it is vital to recognize that the new technologies cannot, in isolation, provide enablement, access, or opportunities unless effective support is in place, including the following: assessment and reassessment of individual needs; training for students and their teachers and their caretakers; information; advice; and technical services. (CML)