A learning disability is seen as the outcome of a network of forces that include neurophysical, emotional, familial, organizational, political, social, historical, and technological cases. Options for research and development are based on this integrative view, and both "hard" and "soft" technologies must be considered. "Hard" technology refers to concrete discoveries and inventions such as facts about the brain and microcomputers. "Soft" technology refers to how the technology is used and who uses it. The complex of legislation, private and public organizations, programs, theories, and research are all "soft" technologies. These "soft" inventions provide the social context for "hard" technologies. This case study argues that unless this social context is addressed, the promise that advanced "hard" technology holds for learning-handicapped people might be seriously compromised. (216 references) (Author/EW)