As part of a 3-year study to identify emerging issues and trends in technology for special education, this paper addresses the role of textbooks in today's education as well as the criticisms leveled at textbooks over the last 10 years. The paper also considers the rise of technology in schools and the presistent issue of improving the instructional design of educational systems. The pervasiveness of textbooks in contemporary education is documented, particularly as textbooks dominate the instruction of students with mild disabilities. The literature criticizing textbooks for such characteristics as shallow coverage, use of unfamiliar vocabulary, inaccuracies, and lack of appeal is reviewed and these criticisms found to be particularly pertinent for students with disabilities. Data indicating increasing use of computers in both regular and special education are reported, noting that special education students use the computer primarily for drill and practice activities. Little evidence that teachers are able to successfully integrate computer-assisted instruction with their traditional curriculum is reported. Uncertainty is noted about the extent to which new technological approaches are instructionally sound and suited to low-achieving students. (Contains 74 references.) (DB)