More than a century of Canadian and international experience and research in open and distance learning indicates that traditional and emerging technologies can be used effectively, alone or in combination, to provide access to services and education for adults and children living in rural and northern communities. However, although there is an emerging literature about children with special needs, technology, and the North, it is at a preliminary stage and is fragmented across many professional communities, one of which is increasingly the field of open and distance learning. Research studies, pilot projects, and written reports need to be expanded and shared as a matter of priority. With appropriate research support and policy review, the promise of digital technologies can be realized to serve children with special needs, their families, teachers, and health care providers who live in rural and northern communities.