This study surveyed the current status of computer integration in preschool special education classrooms, including: (a) software selection, (b) use and integration of computer technology, and (c) teachers' attitudes about computer technology, availability, and supports. Surveys were completed by 91 early childhood special education teachers in Tennessee. Findings indicated that: (a) teachers place a high priority on characteristics of developmentally appropriate software, (b) teachers primarily use computer technology to develop and reinforce academic skills, (c) teachers want more training and technical assistance in the use and integration of computer technology, and (d) teachers are asking that software reflect the developmental needs of young children with disabilities. Implications for preservice and inservice preparation and software development are discussed.
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