The paper discusses the use of computer technology with severely physically disabled children to facilitate sensory-motor development and enable acquisition of the cognitive prerequisites for augmentative communication. Following a discussion of theoretical perspectives on communicative and cognitive development, the characteristics of children selected for training are described, specific objectives of motor training enumerated, and observed motor responses defined. Elements of training are discussed within the framework of the following goals: (1) train child to activate a single switch voluntarily and reliably; (2) facilitate perceptual motor development in order to train the child to use the newly acquired motor response to respond to sensory input; (3) facilitate receptive language development; (4) facilitate expressive language development; and (5) develop a communication system using a visually directed scanning approach. Related suggestions for classroom implementation include a nondistracting environment, individual instruction, and social integration with nonhandicapped peers through the use of peer tutors. Application of this training approach with a 9-year-old boy with severe cerebral palsy is described. (JW)