This paper discusses advances in technology and how teachers can use technology for teaching students with disabilities. The work of the Macomb Projects, a group of federally funded, early childhood special education projects at Western Illinois University that has been exploring the use of computer and adaptive technologies in the education of young children with disabilities, is described. Highlighted are: the benefits of assistive technology to children with physical disabilities (encourages autonomous behavior and the increases the probability of interaction with the environment); verbal and nonverbal children (computers encourage communication); and children with autism (computers encourage socialization) are highlighted. Components of implementing technology are also discussed, including the need for administrative support and staff development, technology integration, and software evaluation. Characteristics of good software for young children with special needs are identified, including materials that: (1) encourage exploration, use of imagination, and problem solving; (2) contain sound, music, and voice; and (3) are open ended, animated, and interactive. Other good software characteristics are: the menu and interface facilitate independent use; children can determine the order in which the activities are to be played; several levels of difficulty can be selected; novelty is built-in; the program is highly responsive; and animated routines and verbal instructions are interruptible. (Contains 17 references.) (CR)