This paper describes a study by Project ACCESS (Addressing Computer Concerns of Educators of Special Students) in Michigan to ascertain the existing level of knowledge and use of technology in special education. Analysis of questionnaires returned by 266 local education agency personnel and 266 intermediate school district (ISD) personnel indicated the following findings: early respondents tended to be more "computer literate" than later respondents; most respondents indicated they had integrated technology (usually microcomputers and speech synthesizers) into their educational setting; most respondents had access to microcomputers and had received some recent computer training; training was received from friends and coworkers, ISDs, local districts, and colleges; information about technology was usually acquired through magazines/newspapers, coworkers, personal experience, and television; most respondents were aware of Project ACCESS and its newsletter; few respondents utilized modems or accessed electronic bulletin boards; and most respondents felt that technology had helped reduce barriers and decrease their students' disabilities. Perceived training needs were in the areas of microcomputers, computer-assisted instruction, adaptive equipment, and word processing. Respondents had limited knowledge of basic technology and technology uses and limited experience with technology, but believed in the importance of integrated technology in the educational setting. Appended are a list of respondent categories and questionnaire analysis details. (Author/DB)