A federally funded project investigated a computer networking system in special education being implemented in Johnson County, Wyoming. The goals of the networking system project were: (1) to demonstrate a computer networking system as it applies to an educational setting; and (2) to conduct a research project to study the effects of computer assisted instruction (CAI) on mathematics achievement and attitudes toward mathematics and computer use. As a first step, teachers were familiarized with microcomputers through a variety of inservice approaches, including self instruction. A program was then developed to assist staff in locating CAI programs which taught specific math objectives. Students then participated in CAI coordinated with objectives from the Key Math Test. A networking system was designed to deliver CAI services through a disk sharing system and a central memory device. Use of the CAI approach in math was evaluated with 16 handicapped and 16 educationally disadvantaged elementary students. Preliminary results yielded no significant differences between performance of CAI and control groups on the Key Math Diagnostic Arithmetic Test and the Stanford Diagnostic Mathematics Test. Attitudes toward math and CAI were measured for 19 handicapped and 26 disadvantaged students (representing two elementary schools). Results of the Buffalo Questionnaires (a locally developed instrument) and the Mathematics Attitude Scale indicate that handicapped and disadvantaged students have similar attitudes toward mathematics and CAI may be effectively used with these populations without dehumanizing effects. (CL)