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 346 directors or supervisors of special education indicated the following findings: the majority indicated that they had integrated technology (usually microcomputers) into their educational setting; most respondents had access to microcomputers and had received some type of recent computer training; respondents had received training from friends and coworkers, intermediate school districts, local districts, and colleges; information was generally acquired through magazines/newspapers, coworkers, television, and mailed advertisements; half knew of the ACCESS newsletter but less than half knew about Project ACCESS; and few utilized modems or accessed electronic bulletin boards. Perceived training needs were in the areas of microcomputers, computer-assisted instruction, adaptive equipment, and word processing. In general, respondents had limited knowledge of basic technology and technology uses and limited experience with technology, but believed in the importance of integrating technology into the educational setting. The questionnaire and details from an analysis of the questionnaire are appended. (DB)