This final report presents a summary and second-year findings of a 2-year project designed to measure the effectiveness of microcomputer instruction on reading and mathematics skills, classroom behavior, general cognitive development, and problem-solving ability of 700 disabled students (ages 3-11) enrolled in four special education schools in New York State. Subjects were exposed to one of three treatment conditions (teacher-directed learning, instructional software, and LOGO) for three 30-minute periods per week over seven months. Analysis of pretest and posttest measures indicated that computer instruction, in the form of either LOGO or instructional software treatments, produced no significant effects related to the behavior, achievement, problem-solving ability, or general cognitive ability of handicapped students. (JW)