Surveys were completed by 48 special education teachers of preschool-high school students to address the extent and nature of microcomputer use in special education. Questions were designed to examine the perceived value of microcomputers with handicapped students, the extent of current access and actual use, teachers' experience in using microcomputers, barriers to increased use, and resources needed to assist teachers in their use. Findings revealed that 80% of the teachers felt the microcomputer was essential or of moderate value. Its importance was ascribed more to actual instruction than to management or assessment. However, there was a discrepancy between its reported value and the extent of its use as a teaching aid. Reasons for low usage included lack of hardware and software and the need for more inservice training for teachers. Thirty-eight teachers reported some experience of an instructional nature with microcomputers, ranging from being "self-taught" to having a sequence of courses. (CL)