Computer-assisted instruction (CAI) for students with disabilities can be categorized into the following categories: visual, auditory, mobile, and cognitive skills-based CAI. Cognitive-skills based CAI differs from other types of CAI largely in terms of an emphasis on instructional design features. We conducted both systematic review of…

This paper describes a design study of a cyberlearning instructional unit about climate change created with a new inquiry-based design framework, the 5-featured Dynamic Inquiry Enterprise (5-DIE). The 5-DIE framework was created to address the need for authentic science inquiry experiences in cyberlearning environments that leverage existing tools…

Speech technology--especially automatic speech recognition--has now advanced to a level where it can be of great benefit both to able-bodied people and those with various disabilities. In this paper we describe an application "TalkMaths" which, using the output from a commonly-used conventional automatic speech recognition system,…

The article examines the current status of the LOGO programming language and LOGO research within special education. Efficacy conclusions include LOGO's strengths: (1) as a socializing agent; (2) in maintaining the attention of hyperactive children; (3) in improving academic performance; and (4) in increasing self esteem. (Author/DB)

The article describes "Simu-Teach," an interactive video training program for personnel training in early intervention curricula for disabled young children. Results of pilot testing indicate the feasibility of a simulated teaching experience through interactive video technology and enthusiasm of its users. (Author/DB)

The article attempts to provide a rationale for the use of computer assisted learning with handicapped and nonhandicapped students and suggests implications of computer assisted learning. Computer usage is differentiated from computer assisted learning; computer assisted learning is compared to other methods; and limitations of computer assisted…

This article reviews the use of computer-based technology in teaching reading to students with disabilities. Research from the last 10 years is examined using the metaphors of Tutor, Tool, and Agent as categories of instructional purpose. Most of the substantive data supporting computer use concerns drill and practice and tutorial assisted…

Comparison of 8 toddlers and 14 preschool special needs children who participated in teacher-facilitated computer play activities and 15 similar children whose curriculum did not incorporate computer activities found statistically significant differences favoring the experimental group for amount of simple and cooperative social play and positive…

Five preschool students with disabilities received direct instruction on matching shapes, colors, and numbers or letters, followed by guided practice using constant time delay under two conditions: computer-assisted instruction (CAI) with interactive software and teacher-assisted instruction (TAI). CAI was either equal or superior to TAI across…

The monograph describes Project INTERFACE, a 2-year collaborative effort among the Board of Cooperative Educational Services (BOCES) of Nassau County (New York), Long Island University, and three local school districts. The project identified the "most effective" implementation strategies for integrating microcomputer instruction into…

The article reviews a 10-year history of research on videodisc programs with handicapped and nonhandicapped students. A trend from hardware-intensive programs concerned with physical individualization and self-pacing to more modest hardware involvement and a greater attention to the teacher's role in both group and individual instructional…

An introduction to a section on e-learning and effective pedagogy notes the explosive growth of instructional technology and the need for guiding principles in its application. It focuses on two areas: the instructional needs and anticipated outcomes for personnel preparation programs in special education and electronic student assessment.…

Special and regular education elementary school teachers (n=100) who use microcomputers were queried on: experience with microcomputers, computer access, instructional uses, and perceptions of microcomputer effectiveness. Teachers had academic, rather than social or motivational, goals for computer use, but felt that computers' positive effects…

Secondary students with learning disabilities, behavior disorders, and health impairments (n=16) learned a self-advocacy strategy via an Interactive Hypermedia Program (IHP) or through live instruction. After instruction, each student ran his own Individualized Education Program conference. The IHP was as effective in teaching the students the…

The 11 papers in this collection address various aspects of the adoption and implementation of technology in the education of students with disabilities. An introduction by David B. Malouf of the Office of Special Education Programs introduces the collection. The following papers are included: (1) "No Easy Answer: The Instructional Effectiveness…