This paper explores the apparent "digital divide" in information, communication, and/or assistive technology availability that exists between special needs students and their mainstream counterparts. A literature review indicates that although great advances have been made in public schools during the last decade in acquiring computers and Internet access for the general student, the same cannot be said for participants in special education programs. It is asserted that many special education teachers are not provided with the training to enable them to teach advanced technology and/or assistive technology skills to their students. The issue of technology and transition for students with disabilities is addressed, and several examples of how specific assistive technology benefits students with disabilities are provided. The Matching Person and Technology (MPT) assessment is discussed as one way to ensure the learner is fitted with the appropriate assistive technology. ELITE (Everyone Learning with Information Technology) schools are suggested as a possible way to reconceptualize the appropriate use of technology with students with special needs because they attempt to connect the learner to the real world though a suitable academic curriculum along with job placement and training. Characteristics of ELITE schools are described. (Contains 16 references.) (Author/CR)