Students with specialized health care needs require specialized technological health care procedures for life support and/or health support during the school day. They may or may not require special education. These children were previously unserved in educational settings. Estimation of their numbers is difficult, but as many as 100,000 infants and children may be technologically dependent in some way. Their conditions may include ventilator dependence, tracheostomy dependence, oxygen dependence, nutritional supplement dependence, congestive heart problems, need for long-term care, apnea monitoring, and kidney dialysis. Unique medical needs must be met before the students can benefit from educational experiences. Fatigue, limited vitality, short attention span, and limited mobility may accompany technological dependence. Before the children enter the classroom, teachers should consider several possible environmental and intervention adaptations. Medical complications must be considered when developing schedules and curricular plans. Of considerable concern is the teacher tendency to overcompensate for handicaps. Curricular modifications may be similar to those adopted for students with physical disabilities. Parents, siblings, and families play an important role in habilitation and management of health care needs, promotion of independence, and coping. Interdisciplinary planning can enhance the positive impact of the learning experience. (MSE)