This paper proposes four scenarios to guide future research investments by the federal Office of Special Education Programs in classroom uses of instructional technology for learners with disabilities. Sets of research and development activities to promote effective use of technology are proposed for: (1) reading instruction; (2) writing instruction; (3) problem solving instruction; and (4) distributed cognition. Introductory material provides the rationale for choosing these themes. A 1- to 3-year agenda is suggested for research on reading and writing. Stressed for research on reading instruction are the use of technology to support reading comprehension instruction and the use of technology with students of differing skill and age levels. Also recommended is development of new instructional technology tools in reading. Research in writing instruction should address questions concerning the conditions under which word processing helps writing, facilitating writing collaboration, and instructional effects with disabled students. Increased development of writing instruction tools is also recommended. A 3- to 8-year agenda is suggested for research on problem solving and cognition. Proposed research questions for the problem solving area include identifying domain specific problem solving skills and behaviors and integration of problem solving instruction into content area subjects. Recommended for research into distributed cognition are questions about knowledge representation in technology based systems and instruction for optimal use of knowledge systems. (158 references) (DB)