The purpose of this paper is to provide a comprehensive review of what is known about teacher induction in special education and to outline recommendations for the design of induction programs and further research. Five questions guided this research: (1) What are the experiences and concerns of new special educators in their first years of teaching?; (2) What is known about research related to the induction and mentoring of new special education teachers (SETs)?; (3) What are the goals, content, processes, and outcomes of induction programs in state and local education agencies, and what are the underlying assumptions in the design of these programs?; (4) How can technology be used to support new teachers?; and (5) What are the goals, content, processes, and outcomes of selected induction programs that incorporate technology as a major component? Induction findings are organized in five sections. Part I is a synthesis of the literature relating to new teachers' experiences and concerns and how the context of work influences their entry into teaching. In Part II, the authors examine research on induction programs, including the content, processes, and effects of induction programs. Part III presents a review of special education induction programs to illustrate how such programs are conceptualized in state education agencies [SEAs] and local education agencies [LEAs] and the evaluation data on these programs. In Part IV, they consider the knowledge base on technology and induction. Part V analyzes technology-related induction programs illustrating the nature and scope of these programs in LEAs and SEAs. Because of the lack of research on technology and special education induction, the last two parts rely on general education research. In the final section, the authors provide a brief summary, outline recommendations for practice, and consider directions for future research. (Contains 11 tables and 4 footnotes.)