This study investigated the attitudes and opinions of students and teachers regarding the use of computers with students having special learning needs. Using a quasi-experimental design with three non-equivalent groups, within and between subjects effects were studied using a survey instrument and follow-up interviews. The students and teachers at three school sites, consisting of students in grades 5 through 13, participated in pre and post-test surveys. One site served as the experimental group, while the other two were control groups. The experimental condition consisted of the installation of a campus-wide computer network for use by all students and teachers at the experimental site. The survey consisted of demographic questions as well as 26 pre-test and 27 post-test questions. A 19 item scale measured participants' general attitudes about computers in schools. A four item scale measured participants' attitudes about the use of computers by students with special needs. Two items served as independent outcome measures of participants' attitudes about students' and teachers' comfort level and worry about computer use. Twelve follow-up interviews were conducted with two students and two teachers from each school. The interviews focused on having participants discuss their attitudes and opinions about the use of computers in special education. The survey data were analyzed using analysis of variance, multiple regression, and repeated measures procedures. The interviews were evaluated using Glaser and Straus' Grounded Theory methods. Results from the surveys showed that there was no correlation between the experimental condition and changes in students' and teachers' attitudes and opinions about computer use in special education. These data also showed that the most significant variables related to students' and teachers' attitudes and opinions were variables related to past experience using computers as well as their school affiliation. The interview data supported the survey results and showed that how the interview participants had used computers in the past related to their current attitudes, opinions. Taken together, these data suggest that schools can shape the computer-related attitudes and opinions of students and teachers. Recommendations include providing students and teachers with regular access to computer uses that are embedded in curricular activities.

The field of education has been confronted with an expansion in the use of technology over the last decade. This expansion has made technology beneficial to individuals who possess disabilities, allowing them more independence by capitalizing on the use of assistive technology. This expansion has also placed technology into the classrooms and adding a new dimension to teaching. This research explored the differences between regular and special education teachers with respect to assistive technology. The participants included teachers in the Boston Public Schools system. Utilizing a questionnaire, the researcher investigated the knowledge and attitudes of regular and special education teachers. In addition, the researcher determined if demographics had an impact on participants, knowledge and attitudes. The data was analyzed using the Statistical Package for Social Sciences. Descriptive Statistics, Reliability Analysis, Factor Analysis, t-tests, Analysis of Variance and Regression analysis were utilized to determine if any statistically significant difference were evident between these different groups of teachers.