Following a historical review of the use of microcomputers with autistic students, the article links learning characteristics of autism with capabilities of computer presentations. Implementation strategies, covering curriculum and organizational aspects, are reviewed. (CL)

Preliminary observations from a project that is examining the effects of three methods of teaching LOGO are discussed. The working hypothesis presented is that teaching LOGO in a "mediational" format based on current cognitive literature will produce generalizable cognitive development in children. (Author/CL)

Examines the recent rapid introduction of microcomputers into schools and discusses the range of uses to which they may be put. Related specific and general issues are explored, and speculations concerning possible long-term developments are offered. (Author/RH)

Suggestions are offered of ways in which teachers of gifted elementary students can provide nonprograming computer activities even when limited computer resources and expertise are available. Among activities noted are word processing and adventure games. (CL)

Teachers are using computer programs in conjunction with many classroom staples such as art supplies, math manipulatives, and science reference books. Twelve software programs and related activities are described which teach visual and auditory memory and spatial relations, as well as subject areas such as anatomy and geography. (MT)

Deaf children (9-14 years old) in Project IDEA (Individualized Deaf Education Alternative) use the computer for word processing, problem solving, programing, and creating databases and graphics rather than merely for drill and practice. A list of recommended software for elementary students concludes the article. (CL)

Describes uses of the microcomputer that can encourage the discovery that written language is meaningful, purposeful, and worthwhile. (FL)

Looks at computer uses appropriate for the elementary reading classroom, considers techniques for evaluating computer materials, and suggests references and resources for additional information. (FL)

Two studies of 300 elementary schools in 52 California school districts (all schools had computers for instructional use) found that two-thirds allowed learning handicapped (LH) students access, that only half provided computer instruction to LH students, but that the more microcomputers a school had the more access LH students had. (Author/DB)

The examination of computer applications in instruction describes a model for studying effects of using microcomputers with mildly handicapped learners and discusses effects of microeducational environments for mildly handicapped and nonhandicapped elementary pupils. (CL)

Five mildly retarded students (11-13 years old) were taught to use picture prompts to help them access and terminate a microcomputer program. Results indicated that the program was successful in teaching the microcomputer skills to the students. In addition, all students were able to maintain their skills over a seven-day interval without access…

A day in a learning disabilities resource room with children in grades one through six is described. The teacher used a personal microcomputer and no commercial software. The computer offers many advantages and rewards for children with learning disabilities. (Author/SEW)

Examines the relative merits of using computer networks (several computers linked together and sharing a single disk drive) and stand-alone systems (self-contained units operating independently) in Australian primary school classrooms. Advances several arguments favoring stand-alone systems, which improve accessibility and enhance individual…

The article evaluates current knowledge about instructional use of computers with young children and suggests priorities for their use with mildly handicapped children, specifically delivery of highly motivational, speed-oriented practice on basic academic skills in reading and math. Examples of currently available software are presented and…

The results of a study designed to compare the performance of learning handicapped and normally achieving students on microcomputer-administered spelling tests led the authors to suggest that microcomputer-administered dictation spelling tests may interfere with the cognitive process required in spelling for learning disabled students. (JW)