As part of a 3-year study to identify emerging issues and trends in technology for special education, this paper addresses the complex issues of school reform and its relationship to educational technology. School restructuring is discussed in terms of instructional improvement, relationship to the Regular Education Initiative, and the increased professionalism of teaching. Concerns about technology being viewed as the basis for change are raised, such as the failure to integrate computer use into the school's culture within both regular and special education settings. The relationship of special education to the reform of general education is considered in the context of Department of Education priorities and six projects funded under the School Buildings Models Priority research program which encouraged instructional, organizational, and administrative innovations related to educating children with disabilities in the general classroom environment. Preliminary findings have indicated that teachers have difficulty accommodating change because of its fundamental conflict with enduring practices. The difficulty of implementing research results into change at the classroom level is stressed. (Contains 22 references.) (DB)