This study investigated whether a disabled person's predisposition to technology use can be assessed in order to optimize the match of person with technological aids. Subjects, most with cerebral palsy, spinal cord injury, or deafness, were assessed with newly developed instruments and interviewed. Subjects were determined to be either technology users or technology non-users. In general, the use of technologies depended on each individual's unique background especially characteristics of the disability, characteristics of the person, psychosocial characteristics, as well as characteristics of the technology. Specifically, use of assistive technology devices (ATDs) was influenced by disability type, age at onset, degree of severity of disability, cognitive abilities and aptitude, personality traits, judgment and preference, adjustment and outlook, exposure and opportunity, expectations, social support, design factors of the ATD, and service delivery. In addition, factors influencing the decision to use or forego an educational technology (ET) were identified and grouped into the following categories: characteristics and nature of the educational goal and purpose of use; characteristics of the ET; characteristics of the person; and psychosocial characteristics. The following assessment instruments are being refined: The Assistive Technology Device Predisposition Assessment, and The Educational Technology Predisposition Assessment. (DB)