During the past few years there has been considerable interest in the educational applications of micro-technology. Probably nowhere has this interest been greater than in the area of special educational needs, and as a result of government schemes or individual effort, large amounts of computer hardware have appeared in special schools. A survey of two education authorities early in 1984 revealed that over sixty per cent of special schools already had at least one computer (Fuller and Southgate, 1984). Many teachers in special classes and units are now giving a high priority to making this technology available to their pupils.