The focus in this study is special educators working with children with disabilities and in need of special support and their relation to information and communication technology (ICT). The study is an evaluation of a National State Programme intended to train special educators in the field of ICT. The study is based on a questionnaire answered by 618 special educators, and interviews with 20 educators and 10 headteachers. The results from the study show that there is a great need of education in the ICT field and that the lack of time and financial resources affect the work in the school. The training programme focused on difficulties in reading and writing, although most of the teachers desired a more general knowledge about children with disabilities. It also appears that the knowledge within this area of special education is mainly based on how these practitioners understand their own work. New thinking and innovations in the area are judged, accepted or rejected on the same basis. The headteachers lacked knowledge about the training and were not engaged in this special effort, although they are responsible for the development of the school. One conclusion is that technology was stressed more than the pedagogy. Downloaded by [Uppsala universitetsbibliotek] at 16:16 18 November 2014

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The aim of this article is to highlight parental expectations as they are expressed in three different studies: an intervention programme, a study on conductive education and a study on information and communication technology. Traditions and views on knowledge within school and child and youth habilitation may affect the expectations of the family. The possibilities of a family to be part of the planning process of the child's habilitation and tutoring are important. Common for all three studies is that the parents, when they participated in projects or courses, increased their hopes for improvements for the child and increased the possibilities for activity and communication. Even if the results did not yield exactly what they had expected, they developed new and other expectations, for example, that their experiences would result in long-term development.

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