This seminar report focuses on two major topics: (1) uses of technology with mildly handicapped students which are based on research and promising practices; and (2) the role of technology resource personnel (TRP) in helping teachers to integrate technology and instruction. The report is presented in three sections: Section One outlines a consulting model for working collaboratively with teachers; Section Two presents a case study of computers and writing that describes key elements of a successful TRP consulting model, and suggests specific hardware, software, and teaching strategies to support students with special learning needs in writing. Section Three highlights research conclusions that have important implications for practice. These include: technology alone is rarely the answer; the principles of effective instructional design and teaching practice also apply to technology-based instruction; computers can help special needs students develop automaticity and problem solving skills; the computer is a collaborative tool; and students need basic machine skills. A list of 17 recommended readings to support the findings is also included. (DB)