The study reported in this document examined how special education administrators and staff in 100 school districts were involved in the adoption of new educational technology. The sample was drawn from the known population list of operating school districts from the Common Core of Data of the National Center for Educational Statistics. Selection procedures were designed to ensure coverage for the widest distribution of the population elements in the sample. Two survey forms were developed, one for special education administrators and the other for computer coordinators and special education teachers. Respondents included 100 administrators, 93 special education teachers, and 89 computer coordinators. Findings showed that administrative involvement in the decision making processes related to computers is high. Involvement in committee processes was reported by over half of the administrators; about two-thirds reported working with other administrators at the district level and half work with other administrators at the building level. One-third of teachers reported regular interaction between administrators and teachers. Teachers in special education programs are sharing computer resources with regular education through informal mechanisms. Technical assistance for computers is reported to be available by about 90% of administrators and teachers. Two-thirds of the administrators reported both purchase of computer technology for administrative purposes and regular use for professional purposes. Forty percent of teachers reported purchase of hardware or software for administrative applications. The report concludes with plans for Phase II of the study, a list of 19 references, and copies of the survey instruments. (JDD)